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By design, Facebook is a social networking facility. The writer, as a part-time teacher in management subjects, adapted his Facebook account into an e-learning facility to support his students in business studies. This paper reviews the current venture by the writer of using Facebook-based e-learning system to support his students. Seventeen academic forums on various management subjects have been set up to provide the learning resources to students on a virtual basis. Such forums are also intended to foster interdisciplinary and transdisciplinary learning and research by their users. The experience of this e-learning system venture is reflected on in terms of a few contemporary systems thinking notions in general and in terms of the Multi-perspective, Systems-based (MPSB) thinking in particular. The MPSB research was mainly conducted in the mid-1990 by the writer and was reported in refereed journals at that time. The present research paper provides an illustration on one of the MPSB concepts, known as 'Enlightening management education'-a concept that was least discussed in the published MPSB research. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Introduction: This study examined relationships of students' access of e‐learning (learning analytics) for a healthcare psychomotor skills course, approaches to learning (R‐SPQ‐2F psychometric) and academic achievement (summative examination results). An understanding of the relationships may help in supporting students learning. Methods: Two consecutive cohorts of 5th year dental students were asked to complete the R‐SPQ‐2F questionnaire and permission to access data of online videos and associated quizzes and two summative written examination results were examined. The summative assessments were an OSCA and a written‐paper question both in prosthodontics. Multiple linear regression and correlation analysis were performed. Results: Students (n=98) performed a total of 10470 video access events and 7714 attempts in online quizzes. Deep learning approach was the strongest predictor variable (β=0.270; P=.004) on written‐paper question result. While video and quiz access were moderately correlated (r=0.600; P<.001) to each other, video access was not a significant predictor to either of the examination results. Quiz access was negatively associated with academic achievement for the written‐paper question results (β=−0.349; P<.001). Conclusions: Only deep approach to learning appeared to be relevant for the written‐paper question examination grades. Conversely, the number of video and quiz access did not relate to either examination results. This suggests e‐learning access and examinations do not appear to relate under the conditions explored. Other attributes of learning management access may need to be explored to determine if access to learning management systems may be useful in offering remedial support to students. [ABSTRACT FROM AUTHOR]

Keywords: blended learning; e-learning; student engagement; student retention; Web 3.0 EN blended learning e-learning student engagement student retention Web 3.0 642 644 3 05/16/23 20230501 NES 230501 In recent years, the education system has undergone a significant transformation due to technological advancements. Web 3.0 and blended learning for increasing student retention and engagement in e-learning environment The integration of Web 3.0 and blended learning has the potential to revolutionize the e-learning experience and increase student retention and engagement. [Extracted from the article]

In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3‐D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as "useful." Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or "filter failure." [ABSTRACT FROM AUTHOR]

Background: Since about 2010 e‐learning has been embedded in educational practice and has become, surely due to the Covid‐19 pandemic, increasingly important. Objectives: Although much has been written about e‐learning, little is known about crucial didactic and pedagogical design principles for e‐learning. This review tried to fill that gap. Methods: Based on a systematic literature review, 42 studies (out of 1857 unique hits) were included that address e‐learning design in higher education. Open and axial coding was used for analysis. Results and conclusions: There were two continuums distinguished as important for e‐learning: (1) the active learning continuum and (2) the authentic learning continuum. Those continuums appear to be useful to give a visual representation of included studies through an active and authentic learning continuum. This resulted in four clusters with (slightly) different properties. These properties vary from a relatively low to a high level of authenticity, and from teacher to student centred. Analysis also revealed four crucial aspects for e‐learning design: (1) content scaffolding, (2) process scaffolding, (3) peer‐to‐peer learning, and (4) formative strategies. In general, most of the e‐learning approaches demand an educational design that facilitates authentic learning and self‐regulation. Takeaways: To help practitioners in realizing e‐learning design, this paper will provide some concrete suggestions and tips for e‐learning design. Furthermore, this research shows that more well‐founded research is necessary to gain more insight in didactic and pedagogical design principles for e‐learning. Lay Description: What is already known about this topic?: Many variations are possible in the use of technology in education, from improving face‐to‐face education with technologies to fully technologically enhanced education.E‐learning can take place on a continuum from real‐time interaction (synchronous) to fully asynchronous interaction.Didactics and pedagogy are important for e‐learning design. What this paper adds?: An active and authentic learning continuum.An overview of what is known about the didactic and pedagogic design of e‐learning.Suggestions for practitioners for e‐learning design. Implications for practice and/or policy: E‐learning design should facilitate active and authentic learning.Content and process scaffolding appear to be important for e‐learning design.Peer‐to‐peer learning appears to be important for e‐learning design.Formative strategies appear to be important for e‐learning design. [ABSTRACT FROM AUTHOR]

Background: Research into enhancing the effectiveness of information delivery in asynchronous video lectures remains sparse. This study analyzes the nonverbal teaching behaviours in asynchronous online videos, drawing comparisons between pre‐service and in‐service teachers (ITs). Objectives: This research primarily aims to juxtapose the nonverbal teaching behaviours, such as arm extensions and body orientation, utilized by pre‐service teachers (PTs) and ITs within asynchronous online videos. Methods: Asynchronous video lectures from four pre‐service and four ITs across four diverse subject topics were scrutinized. Leveraging deep learning technology, teachers' poses during their instruction towards a video camera were quantified, with a particular focus on arm stretch range and body orientation in relation to the subject being taught. Results: The findings revealed that PTs were deficient in effectively employing pointing gestures. Their arm stretches and body orientation towards the board were not differentiated across subjects. Conversely, ITs demonstrated subject‐specific variations in their arm extension and body orientation, signalling their effective strategies for knowledge dissemination. Conclusions and Discussion: This study emphasizes the importance of assessing nonverbal teaching behaviours in the development of effective instructional training. It accentuates the need for nonverbal communication and subject‐specific teaching strategy training in PTs. Future investigations could broaden their scope to include larger sample sizes and expanded subject areas to discern more comprehensive trends in nonverbal teaching behaviours. Lay Description: What is already known about this topic: The proliferation of online and distance learning has been largely driven by the widespread utilization of asynchronous video lectures.However, the focus of video analysis regarding teaching practices has predominantly been on in‐class activities. This has resulted in the underdevelopment of methods for delivering knowledge through asynchronous video lectures.Research into enhancing the effectiveness of information delivery within asynchronous video lectures remains sparse. What this paper adds: This study contributes to the development of teaching techniques for asynchronous online lectures through a comparative analysis of nonverbal teaching behaviours between pre‐service and in‐service teachers within asynchronous lecture videos.The findings suggest that pre‐service teachers have a deficiency in knowledge regarding the effective use of demonstrative gestures. Implications for practice and/or policy: Considering the widespread use of asynchronous video lectures – including flipped and blend learning, the training of pre‐school teachers using video analysis is requiredThe creation of a robust metric for developing knowledge delivery methods is feasible and advisable, potentially by leveraging state‐of‐the‐art technology such as deep learning. [ABSTRACT FROM AUTHOR]

The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e‐learning (the general extended technology acceptance model for e‐learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e‐lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision‐makers and educators on whether students will use a technology before investing in it. Practitioner notesWhat is already known about this topicThe technology acceptance model helps decision‐makers to determine whether students and teachers will adopt a new technology.Technology acceptance is typically measured after users have used the technology for three to twelve months.Perceived usefulness is a strong predictor of intention to use the technology.The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.What this paper addsFor the four digital learning technologies (classroom chat, classroom response system, e‐lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.We replicate these findings with a second study using the general extended technology acceptance model.Implications for practice and/or policyShort video demonstrations can provide information for educators to predict whether students will use a technology.Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology. [ABSTRACT FROM AUTHOR]

In the modern education system, e‐learning plays an important role, where different technologies are being assimilated to reinforce its web‐based presence. In electronics laboratories, simulation is the most effective tool in training students in the use of sophisticated as well as complicated circuits. There exist many simulation tools for different research areas on circuits with some advantages and limitations. In this study, the methodology of creating a web‐based graphical user interface is proposed for studying the circuit behavior. Experiments performed through web‐based simulations have always been treated as an aid in teaching science. Virtual laboratory intends to develop an entire Learning Management System where the users can avail the varied tools for learning. This paper describes a group of experiments developed using free open‐source software that would help both faculties and students in their respective capacities. Additionally, various workshops to familiarize this system with faculties and students in several colleges have been conducted. The impact on learning has been treated by analyzing student performance; survey questions were directed to the students and faculties and found to support the utility of these web‐based simulations. [ABSTRACT FROM AUTHOR]

The use of e‐learning services is growing in different contexts, especially in the COVID‐19 pandemic. This study aims to examine students' acceptance of and intention to use Learning Management Systems (LMSs) for university education in Brazil using the extended technology acceptance model, unified theory of acceptance and use of technology (UTAUT), integrating quality construct adapted from the Service Quality Evaluation Model (ServQual). Examining a large sample (n = 1237) of students in Brazil through questionnaires, we investigate the behaviour of the users concerning the factors that influence the technology acceptance and the intention of the use in an e‐learning system. Results show that intention to use an LMS is affected by the facilitating conditions (skilful, workable and easy to use), social influence (remarkable, preference for use and relevance), habit (routine, enjoyable and entertaining) and quality (reliable, tangibility, responsiveness and assurance), but not for effort expectancy (agility, knowledge and productivity). Our research findings suggest fostering replicate the model in different universities and countries understanding potential differences. Practitioner notesWhat is already known about this topic E‐learning is growing, and its success is directly related to students' intention and retention of users.Unified theory of acceptance and use of technology (UTAUT) is an approved model that explains new system adoption and use.There are several tools to evaluate the quality of e‐learning.ServQual is an approved model that explains the perceived quality service.What this paper adds The results of this research proved that facility conditions, social influence, habit and quality were the key and fundamental characteristics of Learning Management Systems.This paper provides advice for decision makers in universities who want to integrate quality in Learning Management Systems.A new validated model extending the UTAUT and ServQual models applied for acceptance, adoptions and use intention for e‐learning services.E‐learning resources should include quality content beyond technology facilities to increase students' adoption and use intention successfully.Implications for practice and/or policy The paper concludes with advice for decision makers in universities who want to implement or maintain an e‐learning programme.Managers must pay attention not only to the Learning Management Systems' information technology attributes (eg, ease of use of the systems, fast access, speed of access and navigation of the systems, training, etc) but also to how to improve quality in e‐learning resources like manuals, an online FAQ, forums, professor support to strengthen the acceptance and e‐learning adoption.Facility conditions, social influence, habit and quality are important constructs that support students' Learning Management System use intention. [ABSTRACT FROM AUTHOR]

Online professional development programmes have a long tradition in adult education. However, in early childhood education, such programmes are only just beginning to be developed. Before online professional development courses can be made inclusive, accessible and widely available to early childhood educators, they must meet a few basic requirements. The present study provides insights into essential aspects that need to be considered when setting up online professional development programmes, a field which is still in its infancy in Austria. The results of a representative survey (n = 317) demonstrated that early childhood educators' digital competencies are highly variable and cannot be taken for granted. The survey results also stress the need to provide educators with functional digital devices appropriate to their work environment. Early childhood educators' interest in online professional development programmes is very high, in recognition of the advantages afforded by flexible participation options independent of users' time constraints or location. The development of attractive, compelling and accessible online professional development courses can contribute to current professionalisation efforts in the field of early childhood education. Practitioner notesWhat is already known about this topic Online professional development has already a very long tradition in the field of adult vocational training but not in Early Childhood Education.The possibility of attending online professional development programmes independent of a participant's time constraints or location is viewed as a particularly beneficial advantage.Online professional development programmes positively affect the professionalisation of educators. For this reason, they must increasingly be integrated into the field of early childhood education.What this paper adds In the field of early childhood education in German‐speaking regions, online professional development training courses are only beginning to be developed.This paper examines the challenges and barriers for early childhood educators associated with implementing online professional development programmes for early childhood educators.The survey was conducted during the COVID‐19 pandemic and includes current data on the ongoing digitalisation boom.Implications for practise and/or policy Online professional development courses should not be understood as competition for conventional face‐to‐face programmes. Instead, they act as a useful supplement.Media competencies are a fundamental prerequisite for everyday professional life—early childhood educators need functional media devices, stable internet connections, and support structures in IT and computer literacy.Early childhood educators require effective instruction in using online professional development programmes to expand online professional development programmes in their field. They must also address compelling topics in early childhood education relevant to educators' practise. [ABSTRACT FROM AUTHOR]

This paper presents a reflexive analysis of how university educators experience the shift to increasing online teaching in 2019. We explore what it means to be an online educator in contemporary higher education and aim to raise questions about how we approach online education and understand ourselves as educators, informed by a sociomaterial lens. The research utilised collaborative autoethnography (CAE) to facilitate meaning‐making and uncover complex perspectives through collaboration and conversation. This enabled us to question what we as educators were losing and what we were gaining as a consequence of shifting to more online modes of teaching via university mandated platforms and processes. Through this methodology, various themes emerged: the role of corporeality; how we constructed ourselves through texts; how others materialised us in virtual spaces; the experience of online time; and our transforming practices and identities. This paper provides a snapshot of a significant cultural milieu in academia as we were afforded time to engage in reflexive practice about teaching online just as the academic world was abruptly mandated to shift almost wholly online. It also provides unique insights into the significance of understanding ourselves as both embodied and social, and the importance of community within academia. Practitioner notesWhat is already known about this topic Higher education's shift online, both before and during COVID, has had a substantial effect on university staff, including discomfort and loss of agency.What this paper adds Considering the material and embodied is important in online education, particularly because it can be taken‐for‐granted and hence overlooked.Feelings of disconnection can result from the inevitable gap between how educators represent themselves online and how others perceive ("materialise") them online.Experiencing a lack of connection with online students provides the opportunity to question assumptions about student experiences and develop more nuanced online teaching practice.Teaching requires some kind of reconciliation between the linear time as laid out in learning design and the not‐yet‐here/always‐there time of online learning.Implications for practice and/or policy Attention must continue to be paid to the experiences of educators as even experienced ones find teaching online disturbs identities and practices.Collegially sharing virtual spaces may assist university educators in making sense of the shifts demanded by online teaching and allow more active modelling of meaning‐making processes for students.Teaching may benefit from deliberate consideration of developing online personas and reflection on how to accommodate them within academic professional identities. [ABSTRACT FROM AUTHOR]

Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID‐19 pandemic. Even though online learning research has been advancing in uncovering student experiences in various settings (i.e., tertiary, adult, and professional education), very little progress has been achieved in understanding the experience of the K‐12 student population, especially when narrowed down to different school‐year segments (i.e., primary and secondary school students). This study explores how students at different stages of their K‐12 education reacted to the mandatory full‐time online learning during the COVID‐19 pandemic. For this purpose, we conducted a province‐wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. We performed cross‐tabulation and Chi‐square analysis to compare students' online learning conditions, experiences, and expectations. Results from this survey study provide evidence that students' online learning experiences are significantly different across school years. Foremost, policy implications were made to advise government authorises and schools on improving the delivery of online learning, and potential directions were identified for future research into K‐12 online learning. Practitioner notesWhat is already known about this topic Online learning has been widely adopted during the COVID‐19 pandemic to ensure the continuation of K‐12 education.Student success in K‐12 online education is substantially lower than in conventional schools.Students experienced various difficulties related to the delivery of online learning.What this paper adds Provide empirical evidence for the online learning experience of students in different school years.Identify the different needs of students in primary, middle, and high school.Identify the challenges of delivering online learning to students of different age.Implications for practice and/or policy Authority and schools need to provide sufficient technical support to students in online learning.The delivery of online learning needs to be customised for students in different school years. [ABSTRACT FROM AUTHOR]

Social networks have intruded in human life by providing new technological innovations in a range of fields, including the education. The use of social networks in education has the potential to extend e‐learning and to introduce new forms of tutoring, communication, and collaboration between students and instructors. Thus, e‐learning is the threshold of Social Networking‐based Learning (SN‐Learning). SN‐Learning consists of a new term, introduced in this paper, and involves e‐learning systems with social networking characteristics or learning through social networking platforms. To this direction, the main objective of this paper is to present this new technological advancement emerged nowadays and to evaluate relevant applications of the last decade using our adjusted evaluation framework, EV‐SNL, in order to highlight their strengths and weaknesses regarding digital learning. The major finding is that SN‐Learning systems focus mainly on the incorporation of social features and do not provide yet personalized and adaptive tutoring. This research provides guidelines to computer science researchers on the design and implementation of SN‐Learning platforms using artificial intelligence and modelling techniques. Moreover, it can support teachers of different fields so that they can enhance their instruction with new technologies. There is scope for a lot of improvement. Lay Description: What is currently known about the subject matter: The vast majority of Internet users uses social networks.Social networks offer a fertile ground for research.Social networks are adopted in education. What the paper adds: Introduction of SN‐Learning as a new trend of digital learning.Review of literature using a methodological framework tailored to SN‐Learning.Guideline for CAL incorporating pedagogical and social features. The implications of study findings: SN‐Learning provides mainly communication and collaboration features.SN‐Learning does not yet emphasize on adaptive and personalized learning.The incorporation of pedagogical theories can enhance SN‐Learning. [ABSTRACT FROM AUTHOR]

Background: The global introduction of complex measures directed at the containment of the COVID‐19 spread has spurred a massive shift to distance learning among educational institutions. As far as such a learning mode is rather forced and, probably, only a few establishments faced no difficulties with it, the matter of assuring teaching activities' effectiveness in the practice of e‐learning is relevant. Objectives: The main purpose of this article was to assess the efficiency of online‐based tools and technologies in the context of distance education and develop a set of recommendations aimed at improving the effectiveness of online teaching. Methods: The research methodology was based on an empirical approach presupposing an exploratory questionnaire survey addressed to university students. As for the e‐learning platform used, the focus was set on Microsoft Teams. Results and Conclusions: In general, the conducted investigation unveiled that the perception of the role of the instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons. Given this, it is reasonable to pay more attention to the psychological well‐being of international students. The comprehensive analysis of survey outcomes allowed the development of a set of recommendations able to enhance the effectiveness of teaching in online settings. These encompass, for example, giving preference to small student group formations, setting greater emphasis on means increasing students' motivation to learn, involvement of instructors in the development and delivery of video lectures, the introduction of automated student assessment, use of multimedia information, and informing students about possible ways of interaction. Lay Description: What is already known about this topic: The comprehensive analysis of survey outcomes allowed developing a set of recommendations able to enhance the effectiveness of teaching in online settings.The most convenient digital features during e‐learning implementation were instant access to information and the availability of a shared chat room.Pre‐pandemic electronic learning was often criticized for insufficient student engagement and social interaction, leading to the need to increase student engagement through interactive online activities, virtual group projects, online discussion forums, and accessibility. What this paper adds: In general, the conducted investigation unveiled that perception of the role of instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons.It appeared that international students are more exposed to stress factors and are less likely to trust an educator to the degree allowing them to ask for help.It was possible to develop a set of recommendations aimed at improving the effectiveness of teaching activities during e‐learning through an in‐depth analysis of survey results. Implications for practice and/or policy: Several implications for future investigations can be identified, namely: conducting further studies on the psychological well‐being of international students in online learning, examining cross‐cultural differences, exploring the effectiveness of teaching practices, and addressing broader social issues and consequences.Further research should focus on institutions across China to generalize the results obtained and formulate more reliable inferences.Another limitation is related to the instructors themselves. This variation in specialization among participants could have had an impact on the study's results, but it was not possible to address this issue within the constraints of the current research design. [ABSTRACT FROM AUTHOR]

Background: Mastering fractions seems among the most critical mathematical skills for students to acquire in school as fraction understanding significantly predicts later mathematic achievements, but also broader academic and vocational prospects. As such, identifying longitudinal predictors of fraction understanding (e.g., mastery of numbers and operations) is highly relevant. However, almost all existing studies identifying more basic numerical skills as predictors of fraction understanding rest on data acquired in face‐to‐face testing—mostly in classrooms. Objectives: In this article, we evaluated whether results obtained in these previous studies generalized to data from the curriculum‐based online learning environment Bettermarks for mathematics used in schools in the Netherlands. Methods: We considered data from more than 5000 students who solved over 1 million mathematical problem sets on basic mathematical skills, fractions, but also algebra. Results and Conclusions: In line with previous findings, we found that fraction understanding was predicted significantly by more basic mathematical skills. Our analyses also indicated that algebra achievement was predicted significantly by fraction understanding beyond influences of more basic mathematical skills. Implications: Together, these findings generalized previous results based on face‐to‐face testing to the context of data from online learning environments and thus, indicate that data from such large‐scale online learning environments may well qualify to provide significant insights into the hierarchical development of mathematical skills. Lay Description: What is already known about this topic: Understanding fractions is one of the most difficult mathematical skill for students to learn in school.Longitudinal studies using face‐to‐face testing indicated that fraction understanding as well as achievements in algebra can robustly be predicted by prior mathematics skills. What this paper adds: We evaluated data from more than 5,000 Dutch students who performed over 1 million curriculum‐based mathematical problem sets in an online learning environment.Our analyses showed that fraction understanding as well as achievements in algebra and can be predicted by prior mathematics skills. Implications for practitioners: These results indicated that previous results from face‐to‐face testing generalize to data obtained from large‐scale online learning environments.Thus, these results open up a new avenue for research using online learning environments on the development of mathematical skills. [ABSTRACT FROM AUTHOR]

The number of studies providing empirical evidence on e‐learning in the field of special education is limited. From this point of view, the aim of this study is to examine whether the factors influencing the e‐learning adoption of university students with disability differ according to the type of disability and gender. The participants of the study consist of 809 university students with a single disability (orthopaedic, visual or hearing). Confirmatory factor analysis and two‐way ANOVA were used in the analysis of the study. The factor analysis showed that validity and reliability of the measurement tool was established and the model fit was good. The results revealed that for all dependent variables (social influence, self‐efficacy, compatibility and facilitating conditions), students with orthopaedic disability and visual impairment had higher scores than students with hearing impairment. On the other hand, contrary to expectations, there was no difference between students with orthopaedic disability and students with visual impairment in any of the factors according to the type of disability. In addition, none of the factors differed by gender. The findings provide empirical evidence that can contribute to the planning of online education processes of students with disability by revealing the similarities and differences in the use of e‐learning systems according to the type of disability. Practitioner notesWhat is already known about this topic The field of special education deals with the special needs of individuals and frequently uses technology to provide the support they need.It is observed that educational processes have been moved to online environments due to the COVID‐19 pandemic, which has affected the field of education nowadays and e‐learning systems in online environments have become indispensable for students with special needs.With their flexible structure, e‐learning systems create universal and inclusive learning environments for all students.Accessibility and special education adaptations are needed for individuals with special needs to use e‐learning systems effectively. For this, first of all, the effects of the disabilities of these individuals in using e‐learning systems should be determined.What this paper adds The results showed that social influence, self‐efficacy, compatibility, and facilitating conditions all differed significantly by type of disability.The research findings revealed that all factors differed significantly in terms of orthopaedic and visual impairment versus hearing impairment.The main contribution of the study can be summarized as investigating the relationships between technology adoption and types of disability with empirical evidence and the fact that the implications and inferences made for theory and practice have the potential to make critical contributions to technology acceptance and use of individuals with special needs.It can be stated that the tool adapted in this study offers a valid and reliable tool for future studies with university students with special needs.Implications for practice and/or policy There is a need for considering the individual differences of participants and adaptations for hearing in the adoption of e‐learning systems.Individual differences should be taken into account in the designs of e‐learning systems, and user‐oriented designs should be given priority.It can be mentioned that providing subtitle support for live lessons and recorded videos for the hearing impairment and adding sign and text support to the audio stimuli, providing screen readers for the visual impairment in the e‐learning system can make valuable contributions to improving the quality of education. [ABSTRACT FROM AUTHOR]

ABSTRACT The paper describes a language for specifying generic and content-neutral instructional strategies in e-courses. The language has been designed to be generic, instructionally expressive, and machine-readable. The paper presents the language syntax, case study on representative instructional strategies and an evaluation of the language characteristics. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:665-675, 2016; View this article online at ; DOI [ABSTRACT FROM AUTHOR]

Background: Training conversation partners of people with aphasia who use facilitative communication strategies is one method that can improve access to healthcare for people with aphasia. However, the efficacy of communication partner training (CPT) has been investigated almost exclusively in the context of face‐to‐face (F2F) delivery. Online training may offer more cost‐effective and accessible options to a wider range of conversation partners, including student healthcare professionals. Aims: To conduct a pilot randomized controlled trial with student healthcare professionals comparing (1) an online aphasia CPT program, (2) a F2F CPT program and (3) no program (control group) on outcomes relating to attitudes and knowledge of aphasia. Methods & Procedures: A 45‐min introductory aphasia CPT program was developed using the theories and techniques of Supported Conversations for Adults with Aphasia (SCA)™. A total of 30 first‐year undergraduates studying occupational therapy at The University of Sydney were randomly allocated to one of three conditions: online CPT delivery, F2F delivery or delayed training control (no program). Outcomes measures included pre‐post‐testing with the Aphasia Attitudes, Strategies and Knowledge (AASK) survey. Outcomes & Results: A significant difference existed for the AASK survey pre‐post‐change scores between the online, F2F and control groups (χ2(2) = 20.038, p = 0.000). Post‐hoc analysis revealed that, compared with the control (Ctrl) group, participants in both the online and F2F groups had significantly higher knowledge of aphasia (Online versus Ctrl: p = 0.000; F2F versus control: p = 0.002), knowledge of facilitative strategies (Online versus Ctrl: p = 0.000; F2F versus Ctrl: p = 0.002), and positive attitudes towards aphasia (Online versus Ctrl: p = 0.031; F2F versus Ctrl: p = 0.032). No significant difference was observed between the online and F2F groups for the Total or any subtotals (p = 1.000). Conclusions and Implications: The results from this pilot randomized controlled trial indicate that online delivery of the 45‐min introductory CPT is equally as efficacious as F2F delivery, and thus may be a viable mode of delivery for future aphasia CPT programs. These pilot results pave the way for a larger study that will comprehensively evaluate the efficacy of an online aphasia CPT program for improving attitudes, knowledge and skills in a broad range of student healthcare professionals. What this paper addsWhat is already known on this subjectThe efficacy of F2F CPT for aphasia is well established. Online delivery of CPT programs may offer more cost‐effective and accessible services when compared with F2F approaches; however, there is a need to explore the efficacy of online programs.What this paper adds to existing knowledgeThe 45‐min online aphasia CPT program was found to be efficacious for improving student healthcare professionals' knowledge and attitudes towards aphasia and communication, and produced equally successful outcomes when compared with F2F delivery. This is the first study to report the efficacy of an online CPT program that is aligned with SCA for use with student healthcare professionals that also uses a self‐report outcome measure with validated psychometric properties.What are the potential or actual clinical implications of this work?Online CPT programs may be useful in both clinical and education contexts to support improved efficiency of services and to enhance communication environments for people with aphasia in healthcare contexts. [ABSTRACT FROM AUTHOR]

Practical study such as laboratory activity helps students to learn about engineering technical courses. New electronic technologies and the Internet of Things allow students and researchers to do experiments remotely. During quarantine due to pandemics such as Covid‐19 or when researchers and students are not present in the university, remote laboratories are used as a complementary teaching feature. In these conditions, the remote laboratories also allow the development of experimental‐based research. This paper presents the design and development of a remote interactive laboratory for the teaching and practical learning of DC machines at Technical and Vocational University. This laboratory is designed using the Arduino board to make a data acquisition card and actuator controller. Also, LabVIEW is used, which is remotely controlled based on the Internet and allows students to observe and perform experiments related to the DC machines course anywhere and anytime. In this laboratory, to better adapt to the Accreditation Board for Engineering and Technology criteria, the principle of teamwork to perform the experiments and achieve the final result has been considered. The case study results of a remote laboratory in Mohajer Faculty present the students' understanding and satisfaction in obtaining the required scientific competencies from the proposed laboratory. [ABSTRACT FROM AUTHOR]

Serious games have proven to be a powerful tool in education to engage, motivate, and help students learn. However, the change in student knowledge after playing games is usually measured with traditional (paper) prequestionnaires–postquestionnaires. We propose a combination of game learning analytics and data mining techniques to predict knowledge change based on in‐game student interactions. We have tested this approach in a case study for which we have conducted preexperiments–postexperiments with 227 students playing a previously validated serious game on first aid techniques. We collected student interaction data while students played, using a game learning analytics infrastructure and the standard data format Experience API for Serious Games. After data collection, we developed and tested prediction models to determine whether knowledge, given as posttest results, can be accurately predicted. Additionally, we compared models both with and without pretest information to determine the importance of previous knowledge when predicting postgame knowledge. The high accuracy of the obtained prediction models suggests that serious games can be used not only to teach but also to measure knowledge acquisition after playing. This will simplify serious games application for educational settings and especially in the classroom easing teachers' evaluation tasks. Lay Description: What is currently known about the subject matter Serious games are a powerful tool to engage, motivate, and help students learn.Pre‐post experiments are commonly used to measure knowledge acquisition.Game learning analytics can be applied to interaction data from games. What this paper adds We present a two‐step approach combining game learning analytics and data mining to predict players' performance in serious games based on their interactions.The approach is tested in a case study with pre‐post experiments collecting interaction data with 227 students playing a serious game to determine if performance can be accurately predicted.The comparison of prediction models has helped to determine if pretest information is essential.The highly accurate prediction models obtained suggest that games can be used to teach and measure knowledge acquisition after playing. Implications of study findings for practitioners The approach aims to simplify the measurement of players' learning with serious games.It may be generalized at least to similar scenarios (e.g., games for procedural learning or game‐likesimulations) where similar interaction data are feasible.Game mechanics and educational design should define the interaction data to capture.Using an accepted standard tracking profile is a clear recommendation. [ABSTRACT FROM AUTHOR]

The world is moving toward globalization rapidly. Everybody has easy access to information with the spread of Internet technology. Businesses are growing beyond national borders. Internationalization affects every aspect of life. In this scenario, by dispersing functions and tasks across organizational borders, time and space, global organizations have higher requirements for collaboration. In order to allow decision‐makers and knowledge workers, situated at different times and spaces, to work more efficiently, collaborative technologies are needed. In this paper, we give an overview of potential collaborative technologies, their benefits, risks and challenges, types, and elements. Based on the conceptualization of terrestrial and non‐terrestrial integrated networks (TaNTIN), we highlight artificial intelligence (AI), blockchains, tactile Internet, mobile edge computing (MEC)/fog computing, augmented reality and virtual reality, and so forth as the key features to ensure quality‐of‐service (QoS) guarantee of futuristic collaborative services such as telemedicine, E‐education, online gaming, online businesses, the entertainment industry. We also discuss how these technologies will impact human life in the near future. [ABSTRACT FROM AUTHOR]

Present paper aims to extend the legitimacy of social cognition theory in the context of e‐learning by examining the relationship between metacognition and critical thinking. In addition, we test the moderating effect of internet self‐efficacy. We contextualize this study to e‐learning as digital medium has become the new normal in post‐Covid era. A sample set of 357 management professionals who have participated in e‐learning recently was obtained, and collected data were analyzed using regression analysis. Our analysis confirms that metacognition is positively associated to critical thinking. The findings establish the need to provide management professionals with tools to develop metacognition as it promotes critical thinking prowess in the context of e‐learning. [ABSTRACT FROM AUTHOR]

Traditional face‐to‐face learning and teaching methodologies are currently being replaced or combined by virtual and digital campuses. In fact, a variety of online activities are available for virtual classrooms, becoming more interactive and creative teaching strategies. Among them, H5P is a free and open source platform that allows the creation of interactive content to be embedded in virtual campuses. This paper presents a comparison between traditional online and interactive H5P activities. The case study was carried out on the Wind Energy subject, within the MSc in Renewable Energies, assessing the impact on students and teachers through different indicators. The mean score of students who participated in the traditional online activity was 7.4/10, slightly lower than that of students who participated in the interactive H5P activity, which was 8.4/10. Actually, the statistical analysis showed that the proposed interactive H5P activity did not present a significant improvement on the average grade, in comparison to the traditional online activity. In terms of the students' perception, 75% found the interactive H5P activity easy to do, and 55% felt more motivated compared to traditional online activities. Moreover, teachers pointed out that the activity positively influenced students in terms of participation and motivation. These results confirm that the digital environment is here to stay, combined with other activities to fulfill all the skills and competences to be achieved. [ABSTRACT FROM AUTHOR]

Web‐based scientific inquiry learning is characterized as providing an autonomy‐supportive environment for students to solve scientific problems. However, as a complementary approach for improving students' learning, structure‐supportive strategies in a web‐based learning environment deserve further exploration. Whilst both teachers and platforms could make essential contributions in providing structure support, research findings concerning how teachers could successfully interact with the platform in such an environment are scarce. Grounded on self‐determination theory, two quasi‐experimental studies with pre and post measurements were conducted to address two questions. First, whether structure support could improve students' inquiry learning in an autonomous web‐based inquiry learning environment? Second, what is the relationship between teachers and platforms in doing this? As hypothesized, study 1 provides empirical evidence on the effectiveness of applying structure‐supportive instructional strategies in autonomous web‐based scientific inquiry. Study 2 confirmed that students performed best in the class with high structure support provided by both teachers and platforms. The results shed light on the positive impacts of integrating both autonomy and structure support and emphasize the critical role of teachers in a web‐based inquiry learning environment. Additionally, they infer a possible causal link between the efficient application of structure strategies and students' learning outcomes. Practitioner notesWhat is already known about this topicA web‐based scientific inquiry learning environment is helpful in assisting science inquiry learning. However, appropriate scaffolding is critical for students in regulating their learning.The autonomy‐ and structure‐supportive strategies could positively influence students' academic performance in the traditional face‐to‐face environment. However, how to integrate both strategies in web‐based learning environments deserves more exploration.Both teachers and platforms should make important contributions in providing structure support, but empirical evidence on how to integrate both are highly needed.What this paper addsThe findings of the current study contribute to the growing body of literature by highlighting the potential importance of self‐determination theory (SDT) in designing instructional strategies from an integrated perspective, particularly in a web‐based scientific learning environment.The results shed light on the positive impacts of integrating both autonomy and structure support, but also provide more implications inferring a possible causal link between the efficient application of structure strategies and students' learning outcomes.The results further indicated the essential role of teachers in a web‐based inquiry science environment.Implications for practice and/or policyAs we recognize the significance of autonomy‐supportive web‐based learning environments, its weaknesses should not be ignored. In designing such a platform, appropriate structure‐supportive strategies should be integrated to assist Chinese students in self‐regulating their learning.It is of practical significance for teachers to explore how to better cope with the use of platforms in the classroom and provide meaningful guidance for their students. [ABSTRACT FROM AUTHOR]

This article aims to demonstrate how an expert feedback process was used to identify emerging issues within a prototype extracurricular course on dental trauma and show how the feedback was addressed prior to piloting the course more widely. Dowse's Design Research Model was adapted for the design and development of a prototype dental trauma e‐learning course. This paper will focus on step five, gathering expert feedback and the evaluation process. Four critical features emerged from the feedback that ought to be incorporated into the e‐learning course design, namely, 1) keep resources clinically relevant; 2) keep resources simple to learn; 3) make resources easy to understand; and 4) support self‐learning. The results demonstrate the value of an expert feedback process for improving a prototype designed to address a major gap in knowledge among medical doctors identified in the literature. [ABSTRACT FROM AUTHOR]

The trend of gamification in online education has grown as technological advancements allow for more digitized learning environments to create interactive and engaging learning experiences. Learners are motivated in various ways, which necessitates an understanding of gamification mechanics and dynamics that produce enjoyment to adapt them to a variety of factors such as personality, needs, values, and motivations of each learner. Furthermore, exploration and advancement in the field of artificial intelligence (AI) allow us to provide an intelligent adaptive gamification environment. The aim of this study is to review the existing literature on adaptive gamification in e‐learning, as well as to highlight the scoops and future challenges of adaptive gamification applications. The present research followed the literature review method. For the data collected in this study, we used a qualitative approach. This paper presents in the first part a literature review of studies and a synthesis of the literature on the application of adaptive gamification in online education. The second part deals with the use of AI with adaptive gamification in online education and proposes its different techniques and future adaptation. [ABSTRACT FROM AUTHOR]

Highly interactive and complex content within e‐learning induces high levels of intrinsic load. Self‐regulated effort represents one strategy that may help learners overcome such issues within e‐learning. Using intrinsic load items representative of content complexity, germane load items representative of learning, and self‐regulated effort items representative of effort, this study analysed survey responses from a group of university students (n = 1,471) who participated in e‐learning courses in South Korea. The results showed that intrinsic load had a negative relationship with germane load, self‐regulated effort had a positive relationship with germane load, and intrinsic load positively moderated the relationship between self‐regulated effort and germane load. These results add to what current research states about the ability to overcome the processing of complicated content through higher levels of student effort. Lay Description: What is currently known about the subject matter: High levels of effort lead to learning.More complex contents often lead to less learning.Currently, there is no clear answer to how challenging contents changes the relationship between effort and learning. What the paper adds to this: Effort and content complexity interact together in a way that impacts learning significantly.This paper shows that in situations where content complexity is high, learners who try hard will be able to overcome this difficulty. The implications of this study's findings for practitioners: This research shows the important for practitioners (instructors) in the calibration of their contents.Also, it shows that practitioners (instructors) must seek to understand their learners in the creation of their teaching materials. [ABSTRACT FROM AUTHOR]

The coronavirus disease of 2019 (COVID‐19) pandemic has severely crippled our globalized society. Despite the chaos, much of our civilization continued to function, thanks to contemporary information and communication technologies. In education, this situation required instructors and students to abandon the traditional face‐to‐face lectures and move to a fully online learning environment. Such a transition is challenging, both for the teacher tasked with creating digital educational content, and the student who needs to study in a new and isolated working environment. As educators, we have experienced these challenges when migrating our university courses to an online environment. Through this paper, we look to assist educators with building and running an online course. Before we needed to transition online, we researched and followed the best practices to establish various digital educational elements in our online classroom. We present these elements, along with guidance regarding their development and use. Next, we designed an empirical study consisting of two surveys, focus group discussions, and observations to understand the factors that influenced students' engagement with our online classroom. We used the same study to evaluate students' perceptions regarding our digital educational elements. We report the findings and define a set of recommendations from these results to help educators motivate their students and develop engaging digital educational content. Although our research is motivated by the pandemic, our findings and contributions are useful to all educators looking to establish some form of online learning. This includes developers of massive open online courses and teachers promoting blended learning in their classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Photogrammetric Record is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Connectivism, which has been argued to be a new learning theory, has emerged in the field of online learning during the last decade. On the World Wide Web at least, connectivism promises to establish learning spaces similar to those that Ivan Illich imagined in ' D eschooling Society', through so-called massive online open courses ( MOOCs). In this paper, we critically examine the theoretical postulates of connectivism and identify three important psychological and epistemological problems, namely the lack of a solution to the learning paradox, the underconceptualization of interaction and the inability to explain concept development. Some of the theoretical deficiencies in question may explain certain learning problems experienced by participants in MOOCs. The paper concludes that, although MOOCs are a worthwhile experience and ought to be continued, connectivism as a learning theory has significant theoretical problems and should be profoundly revised if it is to explain and foster learning in such environments. [ABSTRACT FROM AUTHOR]

SUMMARY The design, development and maintenance of large virtual campuses are complex issues. This paper describes the architecture of a large university multiplatform virtual campus. Because we have not found virtual campus architectures described in the literature, the goal of this paper is to make our experience available to a wider audience so that organizations interested in the deployment of a large virtual campus can take advantage of our work. Thus, this paper analyzes this architecture from three different points of view: (i) software architecture; (ii) detailed software design; and (iii) hardware architecture. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Many large, undergraduate science courses, which still heavily rely on traditional lecture‐based dissemination of content, passive learning, and exam‐based assessments, have been forced online due to the Covid‐19 pandemic. To address the challenges facing students in regards to engagement, self‐directed learning, and the development of soft skills, we modified a large, lecture‐based third‐year undergraduate biochemistry course at the University of Toronto to foster active learning through interactive e‐modules. We also adjusted the evaluation model to focus on the development of reflection, critical thinking, science literacy, and communication. [ABSTRACT FROM AUTHOR]

This study compares four learning environments: face‐to‐face learning (F2F), fully e‐learning (EL), blended learning (BL), and flipped classroom (FC) with respect to students' learning performance. Moreover, this present research studies changes in perceived flexibility, intrinsic motivation, self‐efficacy beliefs of students, and the interaction effects in these student variables on learning performance. Two learning environment design elements: (1) lectures (2) group discussions building on guiding questions, were manipulated to create the four learning environments. Third‐year undergraduate students (n = 106), enrolled in the "Animal and Human Physiology" course at CanTho University (Vietnam), were randomly assigned to one of the four learning environments. The results suggest a significant positive differential effect on learning performance when studying in a FC and BL setting. No significant interaction effects could be observed regarding changes in perceived flexibility, intrinsic motivation and self‐efficacy. However, significant differences between learning conditions were observed in perceived flexibility. Analysis of focus group data corroborate the finding that students experience more flexibility in time and place when studying in FC, BL and EL environments. In addition, students in a FC environment reflect significantly larger positive changes in their self‐efficacy. But, the qualitative data show how positive perceptions about flexibility, motivation and self‐efficacy are often cancelled out by negative perceptions. Lay Description: What is already known about this topic: Research shows that blended learning – mixing online and face‐to‐face instruction – results in higher achievement, higher student satisfaction, stronger student persistence and larger flexibility in teaching and learning. But comparing research about alternative designs is marred by the weak controlled instructional design. What this paper adds: We compared four learning environments and controlled specific instructional design elements to be able to track specific differences: lectures, guiding questions, collaboration, and feedback.Theoretical assumptions are being put forward to underpin the alternative design of these instructional elements.We set up a qualitative study to triangulate the quantitative study.The specific impact of studying in a flipped classroom setting could be identified as being superior to the other alternative designs.The qualitative analysis explains why the expected interaction effect of motivation, flexibility and self‐efficacy is not found at this stage. Implications for practice and/or policy: Designing a successful flipped classroom requires a theory‐grounded blend of instructional design elements.Implementation of alternative instructional designs should consider the broader context to guarantee student familiarity with the new design elements. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) provides opportunities to improve the effectiveness of e-learning by increasing students' engagement. Adaptive e-learning uses AI to support individual learners by responding to their different learning needs which can be determined by analyzing their navigation history of e-learning systems using data mining methods. Educational data mining (EDM) discovers new patterns of learning and teaching to facilitate the process of decision-making to serve education improvement. Gamification is another way of increasing students' engagement by using game elements in a nongame context. In this paper, the gamification technique and EDM methods were used in combination with adaptive learning to increase the students' engagement and learning performance. An adaptive gamified learning system (AGLS) was developed which combines gamification, classification, and adaptation techniques to increase the effectiveness of e-learning. This paper studies the impact of gamification and adaptive gamification on the effectiveness of e-learning through increasing students' engagement and learning performance. AGLS was applied to the data structure course. Results showed that adaptive gamification has a positive effect on students' engagement and learning performance compared to just gamification. [ABSTRACT FROM AUTHOR]

Instructor evaluations are influenced by implicit age and gender bias, with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male-associated qualities such as leadership and authority, are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors, regardless of students' positive learning outcomes. As digital learning resources become the norm in education, it is crucial to explore the impact of implicit bias at various educational levels. In this study, undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age, and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre-quiz vs. post-quiz comparisons using repeated measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using repeated measures MANOVA and three-way MANOVA. Post-quiz scores increased significantly in the four experimental groups (P < 0.05) but not in the control (P = 0.99). The increased performance was not statistically different across the four experimental groups (P > 0.26), suggesting that learning occurred irrespective of the instructor gender and age. Students' evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control, younger male and younger female narrators received significantly higher ratings for approachability, acceptance, inclusivity, and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations. [ABSTRACT FROM AUTHOR]

Copyright of World Water Policy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mobile technologies offer the opportunity to embed learning in a natural environment. This paper describes the design of the MobileGame prototype, exploring the opportunities to support learning through an orientation game in a university setting. The paper first introduces the scenario and then describes the general architecture of the prototype. The main part of the paper focuses on the evaluation of design issues and the effects observed in two trials. Design issues include: Supporting work on the move poses difficult interface questions, the accuracy of current outdoor, and indoor positioning systems is still problematic and the game requires near real-time response time. The evaluation of the effects shows that features such as‘map-navigation’ and‘hunting and hiding’ lead to excitement and fun. The participants immerse into a mixed reality that augments both physical and social space. The game success is based on the motivating design of the game itself. The paper concludes with open issues for future research, especially with the need to thoroughly evaluate the learning benefits. [ABSTRACT FROM AUTHOR]

ABSTRACT In the 21st century, education represents a key factor of economic and social development of a community. The majority of traditional methods intended for education are no longer suitable for it, since they are unable to meet the students' needs. Mobile learning represents a new educational channel, which allows access from any place at any time. In this paper, an overview of various forms of education is provided, concepts of mobile learning are discussed, educational mobile applications are analyzed, and the design and the prototype of a mobile application intended for learning, called mTester, is described. Finally, the paper presents a case study of mobile learning use, conducted at the Business School of Applied Studies in Blace, Serbia. The first results show an improvement in the realization of courses and in the students' final grades. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:412-420, 2016; View this article online at ; DOI [ABSTRACT FROM AUTHOR]

Online and blended learning (OBL) is valued, but it also offers challenges. Literature indicates that OBL can enhance access to education and increase flexibility for students. However, the reported dropout rates indicate that student participation in OBL programmes is a concern. Scientifically valid knowledge about how factors that help students participate in OBL are related to student participation is necessary for quality improvement of OBL. This knowledge can help professionals determine what they need to improve in their institution and how to prioritize those improvements. In this study, we report on the validation of a quality instrument with indicators related to quality dimensions present in quality management frameworks and important success factors that aid student participation in OBL. These success factors are as follows: credibility, transparency, flexibility, accessibility, interactivity, personalization, and productivity. The partial least squares structural equation modelling (PLS‐SEM) method is suitable for validating complex models in studies where predictive accuracy is important. According to adult students, all success factors, except flexibility, are important for aiding OBL participation. Adult students perceive that the quality dimensions of learning activities and student support (related to interactivity) deserve priority in improving participation in OBL in adult education. Lay Description: What is currently known about the subject matter? Dropout rates indicate that student participation is a concern in online and blended learning.Existing institutional quality management frameworks report similar quality dimensions.Scholars investigated these dimensions and how they are related and student satisfaction.These studies do not address the question of how institutions can improve participation. What does this paper add to this? We validate a quality instrument with indicators related to factors that aid participation and quality dimensions.Knowledge about how these factors are related to participation is relevant for quality improvement.We assess the relations between the factors and the predictors for participation.The links of the indicators with quality dimensions informs quality improvement. What are the implications for practitioners? The quality instrument is sufficiently valid and reliable to use as a survey to assess quality.According to adult students most factors, except flexibility, are important for participation.The factor "interactivity" is the main predictor for participation.Improving the quality dimensions "design of learning activities" and "student support" need priority. [ABSTRACT FROM AUTHOR]

Considering the increasingly challenging resource environments in many business schools, this study examined whether course technologies, learner behaviors or instructor behaviors best predict online course outcomes so that administrators and support personnel can prioritize their efforts and investments. Based on reviewing prior online and blended management education literature, we hypothesized that instructor behaviors would be most predictive of online course outcomes. However, our study of 48 online Master of Business Administration courses found that although instructor behaviors (operationalized as teaching presence) was the strongest predictor of any of our three outcome variables (perceived learning), only student behaviors (operationalized as social presence) significantly predicted all three (course grades, perceived learning and delivery medium satisfaction). Technological characteristics, operationalized using variables from the technology acceptance model and media variety, predicted perceived learning (perceived ease of use) and delivery medium satisfaction (perceived usefulness). The paper provides recommendations for instructors and administrators based on the findings, specifically advocating for a balance between instructor and administrator involvement in course design, presentation and conduct. The paper concludes by describing research opportunities regarding the roles of social presence in and collaborative approaches to online learning in business schools. [ABSTRACT FROM AUTHOR]

In distance education and training, tutors play a fundamental role as they act as a facilitator of the learning process, particularly through their evaluation of the progress made. In this paper, we provide an overview of tutoring in e-learning contexts and describe the main functions that should be assumed by a tutor. We then analyze all activities performed by tutors and establish conceptual models based on the Unified Modeling Language. The models promote an in-depth analysis and a detailed description of the functions needed to tutor on-line courses. These models may not only be used as guidelines for tutors but also as a general schema to assess their work. Evaluation and validation of these models have been accomplished by a questionnaire that has been designed and distributed to learners in the framework of a tutored e-learning experiment. © 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 657-670, 2013 [ABSTRACT FROM AUTHOR]

Abstract: This paper presents the evolution experienced by GreedEx, an interactive application to learn greedy algorithms. It shows the four different versions currently available. A first original version for computers, two versions for iPad, and another version for smartphones. Besides, it describes the evaluation performed for each version, which has served so as to justify such evolution. [ABSTRACT FROM AUTHOR]

Abstract: Personal informatics (PI) systems have emerged as powerful tools for helping people to be aware of their behaviors in diverse domains. Nevertheless, little attention has been devoted to educational scenarios. For this reason, this paper presents an educational PI system called Glance and, moreover, evaluates its usefulness in two fully online undergraduate courses. [ABSTRACT FROM AUTHOR]

Abstract: Virtual reality (VR) combined with cloud computing has become the pioneer to provide e‐learning for making education accessible across the globe. To enhance e‐learning experience, electroencephalography (EEG) based educational games are widely used to improve the cognitive and learning skills of students. This method records the electrical activities of the brain of participating students to enhance prevailed knowledge and experience by using a virtual environment. In the present cloud computing paradigm, VR faces many challenges to adapt EEG‐based educational games for e‐learning due to their intensive demands of low‐delay, optimum bandwidth, and minimum energy consumption. In this paper, an Optical‐Fog assisted EEG‐based virtual reality framework is proposed that uses the resources of the optical network to enhance the e‐learning experience. An EEG‐based VR framework is designed with six modules those are deployed at both Edge‐Fog layer and Optical‐Fog layer in the Optical‐Fog network. In addition, a Software Defined Network (SDN) is used to reduce the delay that improves the Quality of experience (QoE). For simulating the experiment, IFogSim is used to implement both Optical‐Fog‐based and cloud‐based deployment scenarios for playing games. Subsequently, a novel algorithm is proposed for implementing Optical‐Fog‐based module placement strategy. The performance of the framework is evaluated by computing average delay, network usage, and energy consumption. The results show the significant advantages of the optical network for playing EEG‐based games. [ABSTRACT FROM AUTHOR]

Abstract: This paper describes the development and assessment of a Native Android App for learning concepts related with Mechanical Engineering. The designed App, called MaqTest, is an interactive, easy to use and portable tool. The proposed application has been programmed with Android Studio, and it is presented as an executable file accessible for smartphones and tablets. It allows the student to auto‐evaluate the conceptual understandings, increasing their level of knowledge and enhancing their academic results. The app has been test with students of the 3rd course of Mechanical Engineering Degree in the subject “Mechanism and Machine Theory.” Comparative results before and after using the app are presented. The assessment results show that there has been a significant improvement. [ABSTRACT FROM AUTHOR]

Abstract: Background: Prescribing errors are common and a known cause of adverse patient outcomes. Junior doctors are responsible for the majority of prescribing, and may benefit from educational interventions. Aim: To assess the effect of (1) targeted pharmacist‐led feedback and education, and (2) an e‐learning prescribing module, on prescription writing error rates by junior doctors in the inpatient medical setting. Methods: We undertook a cluster randomised trial in 2014 involving 16 prescribers in four general medical units of an Australian tertiary hospital. One unit was randomised to prescribing feedback and targeted education by a clinical pharmacist; another unit was randomised to an e‐learning intervention on safe prescribing; and two units were randomised to no intervention. Data were collected via daily audit of paper medication charts. A prescription writing error was deemed to have occurred if patient or prescriber details were incomplete, or if a medication order was illegible, incomplete or incorrect. Statistical analysis was by Chi‐squared comparison of each unit's error rate pre‐intervention to post‐intervention. Results: Prescription writing errors were significantly reduced in the pharmacist education group, from 0.58 errors/total orders pre‐intervention to 0.37 errors/total orders post‐intervention (p < 0.001). Conversely, an increase in the error rate of the control group was observed from 0.49 to 0.59 errors/total orders (p < 0.001), and to a lesser extent in the e‐learning group from 0.58 to 0.63 errors/total orders (p = 0.025). Conclusions: Regular and targeted pharmacist feedback and education is effective at reducing prescription writing errors, while the effect of e‐learning tools remains unclear. [ABSTRACT FROM AUTHOR]

This paper presents a technical solution to improve accessibility in e-learning platforms. The guidelines for the solution were concluded from the analysis of literature with the goal of achieving scalable, reusable, and easily manageable platforms. The method has been tested through a case study conducted on Moodle where a sample of the target population experimented it through several Engineering Education courses resulting in a high degree of perceived usefulness. We also found out that deaf students encountered less problems accessing the information than blind students due to different reasons. [ABSTRACT FROM AUTHOR]

At the nexus of education and technology, blended learning is growing rapidly. Integrating face-to-face and online learning, blending can enhance learning and optimize seat time. This paper describes the use of the blended e-learning model in a course 'Data Structures and Algorithms' given at the Afyon Kocatepe University, Turkey. This model is realized as a combination of a face-to-face environment and online learning, using the University's Learning Management System (LMS) named @KU-UZEM. The LMS consists of many applications in accordance with SCORM standards, such as, student records, user roles, courses, exams security applications, student affairs, counseling services, internal communication, director processes and evaluation. It provides whole software infrastructure by a virtual academic institution and is currently used in Afyon Kocatepe University. This paper describes both the technology for course design and programme redesign adopted a blended learning approach with both face-to-face and online learning aimed at enhancing the students' control over their own learning. According to the obtained results with the performed experimental evaluation, the realized blended learning model provided more effective and efficient educational experience rather than traditional, face-to-face learning. A survey conducted at the end of the course also showed that students were satisfied with the pedagogical approach, and their academic achievements were also better than expected. Particularly important is that the dropout rate was greatly diminished, which could be related to students' satisfaction with the support they received from the teacher and the system. © 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 328-342, 2013 [ABSTRACT FROM AUTHOR]