A significant consequence of the COVID-19 pandemic's emergency shift to distance learning may include a reduction in student motivation and learning efficiency. An online, gamified learning activity, incorporating multi-representational scaffolding, was designed in this study to compare learning outcomes and motivation against traditional synchronous distance learning. Simultaneously with the gamified learning exercise, we recorded the participants' flow, anxiety, and emotional responses. Participation in the experiment was enjoyed by 36 high school students. The results pointed to no significant improvement in learning achievement brought about by the gamified learning activity. Amongst the general synchronous learning group, a considerable decrease in motivation was detected, in direct opposition to the significant increase in motivation seen within the synchronous gamified learning group. Despite the pandemic's negative effects on academic progress, gamified learning still effectively motivates students. The experience of participants, as gauged through flow, anxiety, and emotion, indicated a positive and engaged state. The multi-representational scaffolding was found to be beneficial for learning, as indicated by participant feedback.
Our study intends to scrutinize intercultural communicative competence, viewed as the individual's skillful negotiation of effective and culturally sensitive communication and actions during intercultural encounters. In this higher education telecollaboration study, videoconferencing is employed to analyze the behavioral, affective, and cognitive dimensions, along with their corresponding sub-dimensions. Their positive and negative aspects (facilitating or inhibiting) are observed in these sub-dimensions. This research intends to explore the distribution patterns of dimensions and sub-dimensions, assess the incidence rates of generic and specific topic types, and analyze the chronological evolution of communication. A percentage frequency index was part of the content analysis of communication patterns observed among university peers. The analysis of the results reveals behavioral communications as the most prominent type, followed by affective communications and, in the end, cognitive communications. Negative communications are extremely rare in the scope of this study. To identify differences in dimensions between generic and specific typologies of topics, a MANOVA was applied. This study's analysis revealed statistically significant differences concerning the Affective Dimension. Employing ANOVAs, a study was undertaken to observe the presence of developmental disparities in Behavioural, Affective, and Cognitive Dimensions of intercultural online communication across various time points. The affective and behavioral dimensions displayed a substantial difference over time. Expressions signifying a positive outlook on communication, along with a sustained interest and dedication to its maintenance, are highlighted in this study. Analyzing the Affective Dimension, we discover that broad topics advance communication, whereas topics focused on education hinder it. Although a persistent evolution over time was anticipated, no such trend was found; instead, a noteworthy occurrence is correlated with the subject's thematic aspects.
The past decade has seen an explosive increase in the demand for intelligent mobile learning environments, due to the crucial need for reliable online academic instruction. The research for decision systems proved to be a critical prerequisite for achieving flexible and effective learning at every level of education. The process of predicting student performance in their final examinations is considered complex. An application is detailed in this paper, which contributes to accurate prediction, thereby empowering educators and learning experts with the knowledge needed for designing learning interventions with improved outcomes.
Teachers' well-being and professional growth are significantly impacted by their sense of success and self-efficacy in integrating technology into their teaching, which can also substantially affect student learning outcomes. Our quantitative study (735 Israeli K-12 teachers) investigated the factors behind their sense of success in emergency remote instruction and their self-efficacy for technological integration, considering their experiences throughout the COVID-19 teaching period. Decision-tree models provide a means to appreciate the intricacies of relationships. In conclusion, our research emphasizes the essential, though not surprising, link between teaching experience with technology and the promotion of student success and self-efficacy. Going beyond this aspect, we underline that emotional distress during emergency situations might be a significant risk factor, and that assuming a leadership position in school may function as a critical protective factor. Our research highlighted a clear advantage for teachers specializing in STEM and Language, compared to those in Social Sciences and Humanities. Based on our observations, we present a set of recommendations that can promote better school-based teaching and learning experiences.
The rise of online learning, particularly through co-viewing live video streams (LVS), is a direct consequence of the progress in information technology. Despite this, a multitude of studies have produced contradictory results regarding the consequences of shared viewing, which may be attributed to the variable nature of learner-to-learner communication. This empirical study investigated the effects of concurrent LVS viewing on learning in elementary students, and whether peer interaction modulated students' focus, learning outcomes (in terms of retention and transfer), learning efficiency, and reflective thinking. The research, utilizing a one-way between-subjects design, included 86 randomly assigned participants into three study groups: a solitary learning group, a concurrent observation group, and a collaborative observation group with interaction. Kruskal-Wallis H tests on student attention patterns revealed that co-viewing with interaction groups directed more attention toward their co-viewer, while diverting less attention to the LVS. Despite other factors, ANOVA data showed the most impressive learning performance, metacognitive abilities, and learning efficiency in this specific group. Conversely, the co-viewers who lacked interaction did not exhibit a substantial improvement when contrasted with the solo learners. A significant correspondence was observed between the outcomes of the informal interviews and the aforementioned conclusions. The findings of this study suggest that interactive co-viewing has positive impacts on elementary students' social learning experiences using LVS, offering valuable insights and practical applications.
A new digital university model is rapidly becoming a norm for HEIs, signaling a transformative shift in higher education. Implementing this model demands not only the integration of new technologies, but also a complete strategic organizational transformation. This transformation addresses information infrastructure, procedural alterations, human resources development, and other related components. The link between an organization's digital preparedness and the volume of its digital transformation efforts forms the basis of this research, which aims to identify the digital transformation initiatives (DTI) undertaken by higher education institutions (HEIs), detailing the new processes and technologies involved. This endeavor is fundamentally driven by the desire to form a clear and authentic view of the evolution of universities, discovering the most impactful digital technology implementations they have undertaken, and assessing if those are part of a comprehensive strategy, harmonized with digital transformation, as recommended by experts. The research methodology we employed was a multivocal literature review, which analyzed both academic and grey literature sources. Across 39 universities, the main results from the study of 184 DTI programs reveal that a significant proportion (24%) of the implemented programs are primarily focused on offering high-quality, competitive education. this website Advanced analytics, cloud computing, and artificial intelligence are the most frequently employed emerging technologies, accounting for 23%, 20%, and 16% of the total DTI, respectively. HEIs, in our assessment, are only beginning their journey toward digital maturity, as a mere one-fourth possess a comprehensive digital strategy, and an alarming 56% have initiated isolated digital transformation initiatives, but these initiatives are not integrated into a broader plan, lacking substantial strategic value for the institution.
This paper expands upon the innovation diffusion framework by incorporating a conceptual and empirical examination of knowledge creation within the context of university technology-enhanced teaching and learning innovation. Much of the study of institutional innovation has concentrated on individuals and products, neglecting the pivotal knowledge creation process that empowers and maintains the widespread adoption of innovation across different development phases. Within a four-year qualitative longitudinal study, Tsinghua University's Chinese case, a leader in integrating digital teaching and learning, was examined. This study integrated organizational knowledge creation theory with the diffusion of technology-enhanced teaching and learning innovations to illuminate sustainable whole-institutional teaching and learning innovation strategies. Anti-biotic prophylaxis By studying Tsinghua University's technological innovation path, we discovered how technology capitalizes on the dynamic interactions between technologies, adopters, and leadership to cultivate capacities for digital teaching and learning innovation. endocrine autoimmune disorders The case study's examination of technology adoption and innovation revealed four stages of knowledge creation. The co-creation of knowledge for institutional innovation within the university, as observed in these stages, hinges critically on the processes of knowledge externalization. The research indicated that the efficacy of middle-up-down leadership, combined with the knowledge management competencies of middle managers, enabled the sustainable progression from individual and group exploration towards organizational innovation.