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The massive transition from in-person to remote teaching increased the impact of technology on the everyday life of the universities. Without the face-to-face component, learning and teaching became a completely different experience for students and teachers. Recording the attitudes and perceptions of the undergraduate students on the new situation became necessary for the faculties to support them effectively. This research collected quantitative and qualitative data from 336 students of all the years of studies. The students preferred in-person teaching and reported higher engagement, learning, and understanding during classroom teaching. More senior students, who had developed face-to-face ties with their colleagues before the pandemic, found it easier to continue their interactions remotely. They were interested in matching learning with the duties and needs at the particular period of their life, despite their beliefs concerning the effectiveness of in-person teaching. The first-year students found it challenging to develop relationships remotely, and they were the most frustrated. Overall, students in the first years of their studies perceived remote teaching as dissatisfactory compared to the more senior students. Similar to other publications, the respondents of this study challenged the effectiveness of remote teaching and the concomitant transition from in-person to remote social relationships.

Online Judge (OJ) is an important aid for programming learning that can help students evaluate learning effects in real-time, while teachers can adjust practice tasks in time according to the records of the tool. With these advantages, OJ shows great value for promoting teaching and learning in programming. The existing OJ system usually only provides information such as problem status list and recent rank list. However, it is unable to provide teachers with more fine-grained analysis information, such as the distribution of students’ incorrect responses and level of knowledge mastery. And it also cannot provide students with effective comparative information on their learning status. This research developed a visual learning analytics dashboard named VisOJ for the OJ system, which includes two types of user interfaces: teacher and student. The teacher interface presents students' learning status and ranking trends, which help teachers monitor and give feedback on their learning activities. The student interface provides views such as error type analysis and evaluation, which promote students' self-reflection and self-regulation. Preliminary case studies and expert interviews prove the usability of the dashboard. In the end, we summarize our main work and suggest future research directions.

Specialists in engineering must effectively communicate their ideas using technical drawings. To develop students' technical drawing skills, the subject of engineering graphics aims at using appropriate teaching methods. This study proposes a novel approach to teaching engineering graphics, that is, an active method of Flipped Classroom (FC) that incorporates H5P tools. These tools have been shown to effectively support self-directed learning and enable in-class activities, ultimately enhancing the effectiveness of the FC method. The study results demonstrate a positive impact of the FC method on students' knowledge levels. By integrating the FC method with H5P tools, the study establishes a powerful learning environment that promotes deep learning and increases student engagement in engineering graphics.

This paper examines the integration of interactive 3D applications into the teaching process in mechanical engineering education. An innovative interactive 3D application has been developed as a teaching aid for engineering students. The main advantage is its easy availability through a web browser on mobile devices or desktop computers. It includes four explorable 3D gearbox models with assembly animations, linked technical information, and immersive virtual and augmented reality (AR) experiences. The benefits of using this application in the teaching process were monitored on a group of students at the end of the semester. Assessments conducted before and after the use of the interactive 3D application measured learning outcomes. Qualitative feedback from students was also collected. The results demonstrated significant improvements in engagement, spatial awareness, and understanding of gearbox principles compared to traditional methods. The versatility and accessibility of the application also facilitated self-directed learning, reducing the need for external resources. These findings indicate that interactive 3D tools have the potential to enhance student learning and engagement and to promote sustainable practices in engineering education. Future research could explore the scalability and applicability of these tools across different engineering disciplines and educational contexts.

With the rapid development of the Internet, traditional teaching models can no longer meet the needs of talent training in colleges and universities, and reform is imperative. With the advent of the era of big data, the emergence of a large number of rich and diverse teaching resources, MOOC (Massive Online Open Course), microclasses, flipped classrooms, and other teaching models on the Internet has provided reform thinking and directions for teaching reform. This model divides the entire teaching design into two major modules: SPOC (Small Private Online Course) platform teaching activity design and flipped classroom teaching activity design, and applies this model to the actual teaching of open education, designing detailed teaching activity plans, in a real teaching situation. This study uses questionnaire surveys and interview surveys to investigate the basic personal situation of course learners, learning expectations, course participation, learning experience, and learning effects. It is planned to use the questionnaire star platform to issue and return questionnaires and use EXCEL and SPSS software to analyze the data and perform analysis and processing, combined with in-depth interviews with learners and professors for comprehensive analysis, so as to obtain the most true views of students and teachers on this model. In this process, we collect a variety of data from the SPOC platform and the flipped classroom platform, including feedback from students studying on the SPOC platform before class, observation of students’ learning attitudes in flipped classrooms to display of students’ results after class, and academic performance, summarize experience based on the analysis results, and optimize the teaching design plan. In classification algorithms, support vector machines (SVM) are widely used due to their advantages such as less overfitting and inconspicuous dimensionality of feature vectors. The traditional SVM algorithm is not suitable for processing large-scale data sets due to factors such as high time complexity and long training time. In order to solve these shortcomings, parallelizing the SVM algorithm to process large-scale data sets is an effective solution. On the basis of comparison, a SPOC-based flipped classroom teaching design model was constructed, and empirical application was carried out in the Open University, in order to promote the sustainable development of open education.

E-learning is evolving as the paradigm of modern-day education. Globally, e-learning has seen a rise; however, failures happen. There is a dearth of studies that discuss why a lot of learners quit e-learning after a preliminary experience. Preceding research studies carried out under diverse task settings have proposed an assortment of factors impacting learners’ satisfaction with e-Learning. This study developed an integrated conceptual model with the instructor, course, and learners’ dimensions and then empirically validates it. The technology acceptance model (TAM) has been employed for testing the acceptance of various technologies and software within an e-learning context. This study intends to examine the salient factors of effective e-learning acceptance by learners. A survey investigates the critical factors using a self-administered questionnaire influencing the satisfaction of learners in the e-Learning system/platform. The study uses quantitative methodology and data were collected from 348 learners. On performing the structured equation modeling for testing the hypothesized model, outcomes reveal the significant factors influencing learners’ perceived satisfaction studied in three dimensions of the instructor, course, and learner. It will facilitate educational institutes and provide directions on improving learners’ satisfaction and additionally improve e-Learning implementation.

There are different paradigms to develop students’ skills in Information and Communication Technology (ICT) to improve their competence. As a training approach, design thinking has been widely adopted in innovation for skills enhancement and product development. Design thinking ensures that the developed innovative products meet the market needs and hence solve societal challenges. However, limited research is available in Tanzania on the impact of innovative training approaches including design thinking on enhancing skills. Therefore, this study analyzes the role of the design thinking approach in enhancing students’ ICT skills whilst fostering successful product development. This study adopts the exploratory case study approach, and the case study is FinHub in Tanzania. The results show significant improvement in the students’ skills and the quality of the products developed. Survey results showed 97.9% of the respondents agreed that combining the design thinking approach with technical skills, enhanced the development of new products. The contextual learning, collaborative dynamics, and adaptability promoted by design thinking were also mentioned and established to be well-suited to the needs of the ICT industry. This study contributes to understanding the innovation methods that best enhance learning outcomes in higher education by highlighting the practical application of using design thinking. The findings underscore the importance of integrating real-world challenges into the learning process, thereby enhancing student engagement and practical skills development, vital for addressing the evolving demands of the ICT industry.

This paper presents a review of the use of social media for learning and teaching in higher education, as well as the opportunities and challenges revealed from its use. A total of 77 related case studies published from 2010 to 2019 were collected from Scopus and Google Scholar for analysis. The results showed that social media was usually used as a learning management system and for enhancing learner engagement. The use of social media has brought opportunities for educational practices in terms of its high popularity among students, and its capacity to support two-way communication, easy knowledge sharing, community building, and collaborative learning, which enhance student learning experience. The challenges reported in the case studies cover the blurring of the boundary between the public and private life of students and between the relationships of students and instructors, as well as its doubtful effectiveness for knowledge construction, the inadequacy of instructors’ pedagogical and technological skills, and the lack of integration with instructional design. The results suggest the need for further work on examining suitable ways of using social media which would be viewed positively and accepted by users. There should also be future work on surveying the need for support for instructors for their involvement in teaching with social media, and developing effective pedagogies which cope with the features of social media.

During the COVID-19 pandemic, one of the major concerns at the Universidad de Ciencias y Artes de América Latina (UCAL; the University of Sciences and Arts of Latin America) has been to keep offering high-quality education with effective teaching methodologies and creativity at its core. This article aims to describe and understand the use of digital tools for class preparation, synchronous encounters, storage, interaction, collaborative work and assessment by UCAL’s instructors in creative careers. It finds that instructors were proactive about learning and using a variety of digital tools. Gamification apps and interactive boards were instructors’ favourites because they tended to motivate their students the most. No statistically significant associations were found between tool selection and course, sex, or age. Based on the evidence, this article will propose general guidelines for a training plan for instructors.