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Managing and designing online courses in ubiquitous learning environments
\"This book examines the effective construction of ubiquitous learning environments and projections for the future of managing and designing ubiquitous learning environments\"-- Provided by publisher.
Book
The role of STEM Education in improving the quality of education: a bibliometric study
The United Nations (UN) has launched several initiatives to promote the role of education in Sustainable Development Goals (SDGs) and set Goal 4 for quality education among other SDGs. The integrated Science, Technology, Engineering, and Mathematics (STEM) approach is a promising educational framework for sustainable development that improves education quality. In this study, a bibliometric analysis was conducted to evaluate the scientific results of the role of integrated STEM education specifically in improving the quality of education (SDG 4). A hundred and fifty publications, with an increasing trend in the number of documents each year, out of the total number of 74,879 documents related to “education quality” and 5,430 documents related to “STEM education” were chosen from the SCOPUS database. The study analyzes the growth and development of research activities in the area of “STEM education” and “Quality education” as reflected in the publications output in the time span of 27 years from 1993 to 2020. The publication and citation trends, the most frequently used keywords, the most influential authors and journals, and the research hotspots were investigated using VoSviewer and Bibliometrix software. Accordingly, the United States happened to be the most productive country in this field owning two-thirds of the number of publications. The “Science Education” journal is ranked at the top of the highly cited journals. The findings show that topics such as “early childhood education”, “computing education”, and “environmental education” are the main hotspots in the research area of STEM and quality of education. The results of this study will help enhance the understanding of integrated STEM education in improving the quality of education and will support future works in this area.
Journal Article
Computational Thinking in K—12: A Review of the State of the Field
Jeannette Wing's influential article on computational thinking 6 years ago argued for adding this new competency to every child's analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing's definition, and what advances have been made since Wing's article was published? This article frames the current state of discourse on computational thinking in K—12 education by examining mostly recently published academic literature that uses Wing's article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.
Journal Article
A systematic literature review regarding computational thinking and programming in early childhood education
This research was aimed at summarizing experimental evidence regarding computational thinking and programming conducted in early childhood education in terms of the variables of plugged-in versus unplugged, age, and gender. For this purpose, the WoS, Scopus, and Eric databases were scanned, and studies determined to be within the scope of the systematic scanning criteria were selected for review. In the current study findings, it was shown that age was an important factor in learning computational thinking in early childhood. In addition, it was found that girls and boys performed similarly in programming and computational thinking. Finally, although there was concrete evidence that both plugged-in and unplugged applications improved children's computational thinking skills, it appeared that unplugged applications were one step ahead, considering the power of having concrete experiences.
Journal Article
Visual tools for teaching machine learning in K-12: A ten-year systematic mapping
Teaching Machine Learning in school helps students to be better prepared for a society rapidly changing due to the impact of Artificial Intelligence. This requires age-appropriate tools that allow students to develop a comprehensive understanding of Machine Learning in order to become creators of smart solutions. Following the trend of visual languages for introducing algorithms and programming in K-12, we present a ten-year systematic mapping of emerging visual tools that support the teaching of Machine Learning at this educational stage and analyze the tools concerning their educational characteristics, support for the development of ML models as well as their deployment and how the tools have been developed and evaluated. As a result, we encountered 16 tools targeting students mostly as part of short duration extracurricular activities. Tools mainly support the interactive development of ML models for image recognition tasks using supervised learning covering basic steps of the ML process. Being integrated into popular block-based programming languages (primarily Scratch and App Inventor), they also support the deployment of the created ML models as part of games or mobile applications. Findings indicate that the tools can effectively leverage students’ understanding of Machine Learning, however, further studies regarding the design of the tools concerning educational aspects are required to better guide their effective adoption in schools and their enhancement to support the learning process more comprehensively.
Journal Article
The moderating role of intrinsic motivation in cloud computing adoption in online education in a developing country: a structural equation model
In the provision of massive open online courses (MOOCs), cloud computing services enable students to synchronize their study materials anywhere, anytime, and using any device, which can improve learning performance and strengthen the teacher–student relationship via knowledge sharing. This study builds on the technological–organizational–environmental (TOE) framework and aims to identify the influencing factors of cloud computing adoption in educational settings for the provision of MOOCs. Another aim is to determine how intrinsic motivation moderates individual intention. Therefore, our study conceptualized a model that is supported by an empirical analysis of 232 respondents and takes into account the technological, organizational, and environmental impacts on individual attitudes toward adopting cloud computing in education. We evaluate the study hypotheses using structural equation modeling. The results demonstrate significant relationships between the technological and organizational constructs and attitudes toward the use of cloud computing. Meanwhile, competitive pressure from the environment has not been identified in any relationship with individual attitudes in government universities. The results provide new directions for policymakers to consider in the implementation of CC systems for the provision of MOOCs in developing countries. We also discuss potential implications, contributions, and suggestions for future research.
Journal Article
Design, development, and evaluation of a mobile learning application for computing education
The study focused on the application of the design science research approach in the course of developing a mobile learning application, MobileEdu, for computing education in the Nigerian higher education context. MobileEdu facilitates the learning of computer science courses on mobile devices. The application supports ubiquitous, collaborative, and social aspects of learning among higher education students. Moreover, the application eases access to learning resources. The paper first describes analysis, design, and implementation activities related to the development of MobileEdu. Also, the paper deliberated on the characteristics and scope of the adherence of MobileEdu to the traits and ideas of design science research. To evaluate MobileEdu in a real-life learning setting, experiment was conducted with 142 third-year undergraduate students in a Nigerian university. Besides the learning achievement of the students using MobileEdu, the study examined the impact of MobileEdu on students’ attitudes toward studying in a system analysis and design course. Experimental data were collected from pre- and post quizzes, interviews, and a questionnaire administered to students. The results of the evaluation are encouraging and showed that the MobileEdu application has a potential to improve students’ learning achievements. In addition, the pedagogical experiences of students were mostly positive and students’ attitudes toward the system analysis and design course through MobileEdu was better than those of students who studied the course via traditional methods. Finally, the study offered suggestions for how to implement effectively a mobile learning-supported course in computing curriculum.
Journal Article
Computational Thinking Educational Policy Initiatives (CTEPI) Across the Globe
Since 2006, there has been an ever-increasing momentum in computational thinking educational policy initiatives (CTEPI) across the globe. In this paper, the representative CT educational policy initiatives viewed through the lens of international perspectives and cultural contexts were examined, compared and discussed. Reports, white papers, and policy documents were widely explored, selected through established criteria, and eventually analyzed by the research team. It was found that CTEPI has two characteristics—diverse CT terminology and diverse current status across the globe. Also, curriculum reform and enrichment programs represented two major approaches for CTEPI across the globe. Finally, four development trends emerged from an analysis of CT education policies and initiatives: collaboration and partnerships across sectors and national boundaries, rationales taking a broad perspective and referring to common themes, a redefinition of digital competence, and an emphasis on broadening access and interest.
Journal Article
Teamwork Conflict Management Training and Conflict Resolution Practice via Large Language Models
This study implements a conflict management training approach guided by principles of transformative learning and conflict management practice simulated via an LLM. Transformative learning is more effective when learners are engaged mentally and behaviorally in learning experiences. Correspondingly, the conflict management training approach involved a three-step procedure consisting of a learning phase, a practice phase enabled by an LLM, and a reflection phase. Fifty-six students enrolled in a systems development course were exposed to the transformative learning approach to conflict management so they would be better prepared to address any potential conflicts within their teams as they approached a semester-long software development project. The study investigated the following: (1) How did the training and practice affect students’ level of confidence in addressing conflict? (2) Which conflict management styles did students use in the simulated practice? (3) Which strategies did students employ when engaging with the simulated conflict? The findings indicate that: (1) 65% of the students significantly increased in confidence in managing conflict by demonstrating collaborative, compromising, and accommodative approaches; (2) 26% of the students slightly increased in confidence by implementing collaborative and accommodative approaches; and (3) 9% of the students did not increase in confidence, as they were already confident in applying collaborative approaches. The three most frequently used strategies for managing conflict were identifying the root cause of the problem, actively listening, and being specific and objective in explaining their concerns.
Journal Article