Subjects -> EDUCATION (Total: 2528 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2168 journals)
    - HIGHER EDUCATION (154 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2168 journals)            First | 4 5 6 7 8 9 10 11     

Showing 1801 - 857 of 857 Journals sorted alphabetically
Revista de Investigación, Desarrollo e Innovación     Open Access  
Revista de la Academia     Open Access   (Followers: 1)
Revista de la Educación Superior     Open Access  
Revista de la Escuela de Ciencias de la Educación     Open Access   (Followers: 1)
Revista de Produção Discente em Educação Matemática     Open Access  
Revista de Saúde Digital e Tecnologias Educacionais     Open Access  
Revista Debates Insubmissos     Open Access  
Revista del Centro de Investigacion. Universidad La Salle     Open Access   (Followers: 1)
Revista del Instituto de Investigaciones en Ciencias de la Educación (IICE)     Open Access   (Followers: 3)
Revista Diálogo Educacional     Open Access  
Revista Didasc@lia: Didáctica y Educación     Open Access  
Revista Digital Palabra     Open Access  
Revista Digital: Matemática, Educación e Internet     Open Access  
Revista do Lhiste : Laboratório de Ensino de História e Educação     Open Access   (Followers: 1)
Revista do Professor de Física / Physics Teacher Journal     Open Access   (Followers: 2)
Revista Docência do Ensino Superior     Open Access  
Revista Docencia Universitaria     Open Access  
Revista e-Curriculum     Open Access  
Revista Educação e Emancipação     Open Access  
Revista Educação e Políticas em Debate     Open Access  
Revista Educação em Questão     Open Access  
Revista Educação em Saúde     Open Access  
Revista Educação, Cultura e Sociedade     Open Access   (Followers: 1)
Revista Educativa : Revista de Educação     Open Access   (Followers: 1)
Revista Eixo     Open Access  
Revista Electronica Actualidades Investigativas en Educacion     Open Access   (Followers: 1)
Revista Electrónica de Conocimientos, Saberes y Prácticas     Open Access  
Revista Electrónica de Didáctica en Educación Superior     Open Access  
Revista electrónica de investigación educativa     Open Access   (Followers: 1)
Revista Electrónica de Investigación en Educación en Ciencias     Open Access  
Revista Electrónica de Investigación y Docencia     Open Access  
Revista Electrónica de LEEME     Open Access  
Revista Electronica Educare     Open Access   (Followers: 2)
Revista Eletrônica Acolhendo a Alfabetização nos Países de Língua Portuguesa     Open Access  
Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental     Open Access  
Revista Eletrônica Ludus Scientiae     Open Access   (Followers: 1)
Revista Ensino de Geografia (Recife)     Open Access  
Revista Ensino Interdisciplinar     Open Access  
Revista Espaço Pedagógico     Open Access  
Revista Española de Educación Comparada     Open Access  
Revista Eureka sobre Enseñanza y Divulgacion de las Ciencias     Open Access  
Revista Exitus     Open Access  
Revista Extensão e Cidadania     Open Access  
Revista Foro de Educación Musical, Artes y Pedagogía     Open Access  
Revista Fuentes     Open Access  
Revista Gestión de las Personas y Tecnología     Open Access  
Revista História da Educação - History of Education Journal     Open Access  
Revista Historia de la Educacion Latinoamericana     Open Access   (Followers: 2)
Revista Huellas     Open Access   (Followers: 1)
Revista Humanidades & Educação     Open Access   (Followers: 1)
Revista Iberoamericana de Educación     Open Access  
Revista Iberoamericana de Educación Superior     Open Access  
Revista Iberoamericana de Evaluación Educativa     Open Access  
Revista Infancia, Educación y Aprendizaje     Open Access  
Revista Insignare Scientia     Open Access  
Revista Integra Educativa     Open Access  
Revista Interamericana de Investigación, Educación y Pedagogía, RIIEP     Open Access  
Revista Intercâmbio     Open Access  
Revista Intercontinental de Psicologia y Educacion     Open Access  
Revista Internacional de Educação Superior     Open Access  
Revista Internacional de Educación Musical     Open Access  
Revista Internacional de Educación para la Justicia Social     Open Access  
Revista Intersaberes     Open Access  
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access   (Followers: 3)
Revista Investigium IRE : Ciencias Sociales y Humanas     Open Access   (Followers: 1)
Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época)     Open Access  
Revista Latinoamericana de Educación Inclusiva     Open Access   (Followers: 1)
Revista Latinoamericana de Estudios Educativos (Mexico)     Open Access  
Revista Latinoamericana de Etnomatemática     Open Access  
Revista Latinoamericana de Investigación en Matemática Educativa     Open Access  
Revista Lusófona de Educação     Open Access  
Revista Magazine de las Ciencias     Open Access  
Revista Mexicana de Investigación Educativa     Open Access   (Followers: 3)
Revista Mexicana de Orientación Educativa     Open Access   (Followers: 1)
Revista Multi-Ensayos     Open Access   (Followers: 2)
Revista Multitexto     Open Access  
Revista Observatório     Open Access  
Revista Órbita Pedagógica     Open Access   (Followers: 1)
Revista Palobra     Open Access  
Revista Pedagogía Universitaria y Didáctica del Derecho     Open Access  
Revista Perspectivas     Open Access  
Revista Pilquen : Sección Psicopedagogía     Open Access  
Revista Portuguesa de Educação     Open Access  
Revista Portuguesa de Educação Artística     Open Access   (Followers: 3)
Revista Portuguesa de Investigação Educacional     Open Access   (Followers: 1)
Revista Psicopedagogia     Open Access  
Revista Publicando     Open Access   (Followers: 3)
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista Semana Pedagógica     Open Access  
Revista SIGMA     Open Access  
Revista Sul-Americana de Filosofia e Educação     Open Access  
Revista Tecnología, Ciencia y Educación     Open Access   (Followers: 1)
Revista Teias     Open Access  
Revista Textura     Open Access  
Revista Torreón Universitario     Open Access   (Followers: 2)
Revista Triângulo     Open Access  
Revista UNAH INNOV@     Open Access  
Revista UNIMAR     Open Access  
Revista UniVap     Open Access   (Followers: 1)
Revista Virtual Universidad Catolica del Norte     Open Access  
Revista Vivências em Ensino de Ciências     Open Access  
Revue de psychoéducation     Full-text available via subscription   (Followers: 1)
Revue des sciences de l'éducation     Full-text available via subscription  
Revue française de pédagogie     Open Access   (Followers: 6)
Revue internationale d'éducation de Sèvres     Open Access   (Followers: 1)
Revue internationale de pédagogie de l'enseignement supérieur     Open Access   (Followers: 1)
Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education     Open Access   (Followers: 1)
Revue Marocaine de la Pensée Contemporaine     Open Access  
REXE. Revista de Estudios y Experiencias en Educacion     Open Access  
Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education     Open Access   (Followers: 3)
RIDAS. Revista Iberoamericana de Aprendizaje Servicio     Open Access  
RIDE : Revista Iberoamericana para la Investigación y el Desarrollo Educativo     Open Access   (Followers: 1)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RIESED : Revista Internacional de Estudios sobre Sistemas Educativos     Open Access  
RIV : Rassegna Italiana di Valutazione     Full-text available via subscription   (Followers: 1)
Rivista Italiana di Educazione Familiare     Partially Free  
Roeper Review     Hybrid Journal   (Followers: 4)
Romanian Journal for Multidimensional Education     Open Access  
Roteiro     Open Access  
RUDN Journal of Informatization in Education     Open Access  
RUDN Journal of Psychology and Pedagogics     Open Access  
Russian Education & Society     Full-text available via subscription   (Followers: 5)
Rwandan Journal of Education     Open Access  
Saber & Educar     Open Access   (Followers: 2)
Saberes : Revista interdisciplinar de Filosofia e Educação     Open Access  
Sainsmat     Open Access  
SANE journal : Sequential Art Narrative in Education     Open Access   (Followers: 3)
Sasdaya : Gadjah Mada Journal of Humanities     Open Access   (Followers: 2)
Satya Widya     Open Access  
Scandinavian Journal of Educational Research     Hybrid Journal   (Followers: 8)
Scholarship of Teaching and Learning in Psychology     Full-text available via subscription  
SCHOLE : A Journal of Leisure Studies and Recreation Education     Hybrid Journal   (Followers: 1)
School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice     Hybrid Journal   (Followers: 13)
School Leadership & Management: Formerly School Organisation     Hybrid Journal   (Followers: 22)
School Leadership Review     Open Access  
School Psychology International     Hybrid Journal   (Followers: 5)
School Psychology Quarterly     Full-text available via subscription   (Followers: 8)
School Science and Mathematics     Hybrid Journal   (Followers: 4)
Schools : Studies in Education     Full-text available via subscription   (Followers: 6)
Science & Education     Hybrid Journal   (Followers: 23)
Science & Justice     Hybrid Journal   (Followers: 444)
Science Activities: Classroom Projects and Curriculum Ideas     Hybrid Journal   (Followers: 1)
Science and Knowledge in Focus     Open Access   (Followers: 1)
Science Education     Hybrid Journal   (Followers: 24)
ScienceRise : Pedagogical Education     Open Access  
Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy     Open Access  
Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy     Open Access  
Scope : Journal of English Language Teaching     Open Access   (Followers: 1)
Screen Education     Full-text available via subscription   (Followers: 3)
Scripta Manent     Open Access  
Secretariado Executivo em Revist@     Open Access  
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan     Open Access  
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Seminar.net     Open Access  
Seminars in Speech and Language     Hybrid Journal   (Followers: 41)
SFU Educational Review     Open Access   (Followers: 1)
Shanlax International Journal of Education     Open Access  
Shanlax International Journal of English     Open Access  
Signum Temporis. Journal of Pedagogy and Psychology     Open Access   (Followers: 1)
Sinéctica : Revista Electrónica de Educación     Open Access  
Sinéctica, Revista Electrónica de Educación     Open Access  
SIPATAHOENAN : South-East Asian Journal for Youth, Sports & Health Education     Open Access  
Sisyphus : Journal of Education     Open Access  
Skandinavisk tidsskrift for yrker og profesjoner i utvikling     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Social Education     Full-text available via subscription   (Followers: 5)
Social Psychology of Education     Hybrid Journal   (Followers: 5)
Social Studies and the Young Learner     Full-text available via subscription   (Followers: 4)
Social, Humanities, and Educational Studies (SHEs) : Conference Series     Open Access   (Followers: 1)
Sociology of Education     Hybrid Journal   (Followers: 40)
Solidarity : Journal of Education, Society and Culture     Open Access  
Sophía : Colección de Filosofía de la Educación     Open Access  
Sophia : Revista de investigaciones     Open Access  
Sophia Austral     Open Access   (Followers: 1)
Sosiaalipedagoginen Aikakauskirja     Open Access  
Sosio Didaktika : Social Science Education Journal     Open Access  
SosioHumanika: Jurnal Pendidikan Sains Sosial dan Kemanusiaan (Journal of Humanities and Social Sciences Education)     Open Access  
SourceOECD Education & Skills     Full-text available via subscription  
South African Journal of Childhood Education     Open Access   (Followers: 1)
South African Journal of Education     Open Access   (Followers: 2)
South African Journal of Higher Education     Open Access   (Followers: 5)
South-East Asian Journal of Medical Education     Open Access  
Southern African Journal of Environmental Education     Open Access   (Followers: 1)
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Spor Eğitim Dergisi     Open Access  
Sport Management Education Journal     Hybrid Journal   (Followers: 5)
Sport, Education and Society     Hybrid Journal   (Followers: 13)
SPORTIVE : Journal Of Physical Education, Sport and Recreation     Open Access   (Followers: 2)
Spreadsheets in Education     Open Access   (Followers: 1)
Sri Lanka Journal of Advanced Social Studies     Open Access   (Followers: 1)
Stamford Journal of English     Open Access   (Followers: 1)
Student Affairs Today     Hybrid Journal  
Student Aid News     Hybrid Journal  
Student Journal of Professional Practice and Academic Research     Open Access   (Followers: 1)
Studi sulla Formazione     Open Access  
Studia paedagogica     Open Access  
Studia Paedagogica Ignatiana     Open Access   (Followers: 1)
Studier i læreruddannelse og -profession     Open Access   (Followers: 2)
Studier i Pædagogisk Filosofi     Open Access  
Studies in Applied Linguistics & TESOL (SALT)     Open Access   (Followers: 3)

  First | 4 5 6 7 8 9 10 11     

Similar Journals
Journal Cover
Smart Learning Environments
Number of Followers: 6  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2196-7091
Published by SpringerOpen Homepage  [263 journals]
  • Toward a telepresence robot empowered smart lab

    • Abstract: Abstract In the context of distance education, lab and field work are a considerable challenge for students, professors, and institutions. This paper presents a Telepresence Robot Empowered Smart Lab (TRESL) system as a new and emerging technology with a potential to overcome this challenge. The main focus of this paper is to propose a conceptual model, to define the ultimate goals of the proposed solution, and to present its system architecture and the modules to support the functions and features. A pilot project was conducted and is also presented in this paper. The pilot project includes the experimental implementation of a telepresence robot in a mock-up smart lab and the collection and analysis of survey data from users of the robot. The main findings of the pilot study are, 1) online users can easily operate the telepresence robot; and 2) operating the robot manually will increase the engagement of online users with the remote lab environment. The pilot study provides firm evidence that the proposed TRESL system is a promising and innovative approach for online students to conduct their lab work in a remote laboratory. The results also suggest avenues for further research and development of the system.
      PubDate: 2019-05-28
       
  • Developing an early-warning system for spotting at-risk students by using
           eBook interaction logs

    • Abstract: Abstract Early prediction systems have already been applied successfully in various educational contexts. In this study, we investigated developing an early prediction system in the context of eBook-based teaching-learning and used students’ eBook reading data to develop an early warning system for students at-risk of academic failure -students whose academic performance is low. To determine the best performing model and optimum time for possible interventions we created prediction models by using 13 prediction algorithms with the data from different weeks of the course. We also tested effects of data transformation on prediction models. 10-fold cross-validation was used for all prediction models. Accuracy and Kappa metrics were used to compare the performance of the models. Our results revealed that in a sixteen-week long course all models reached their highest performance with the data from the 15th week. On the other hand, starting from the 3rd week, the models classified low and high performing students with an accuracy of over 79%. In terms of algorithms, Random Forest (RF) outperformed other algorithms when raw data were used, however, with the transformed data J48 algorithm performed better. When categorical data were used, Naive Bayes (NB) outperformed other algorithms. Results also indicated that models with transformed data performed lower than the models created using categorical data. However, models with categorical data showed similar performance with models with raw data. The implications of the results presented in this research were also discussed with respect to the field of Learning Analytics.
      PubDate: 2019-05-10
       
  • Elementary teachers’ beliefs and perspectives related to smart
           learning in South Korea

    • Abstract: Abstract This study focused on elementary teachers’ perceptions of smart learning issues to suggest a better future teachers’ training program to support student’s smart learning in classrooms. Rapidly developing technology changes every aspect of our life. In order for twenty-first century learners to prepare for this technologically ever advancing world, teachers also should make any necessary adaptations to the changes. The use of smart devices and social networking systems is becoming more common in classrooms throughout the country. Thus, it is necessary for public schools to make appropriate changes in aspects of their technology infrastructures and instructional methods and resources for smart learning. To this end, teacher competencies are regarded as a critical factor in the successful implementation of smart learning. Smart learning is not just learning with smart devices but the learning that smart technology can afford. Prior studies have indicated that teachers’ positive perceptions and knowledge of technology are associated with the successful implementation of computer-based learning. Building upon the previous research, this study investigated to what extent teachers’ educational beliefs as well as teachers’ positive perception, and knowledge of technology are associated with teachers’ perception on smart learning. For this study, a total of 438 elementary teachers in South Korea participated in the survey on smart learning related questions including teachers’ educational beliefs, technology support system in their schools, teachers’ efficacy of technology-based teaching & learning, teachers’ perspective on computer-based learning and perspective on smart learning. First, the result showed that the correlations between the all measured variables were statistically significant. Then, a path analysis model of teachers’ perception on smart learning was constructed, and its statistical validity was confirmed. The path model revealed that teachers’ educational beliefs directly influence teachers’ ICT-related knowledge and usage in the classroom. In addition, teacher’s education beliefs also directly influence teachers’ perception on computer-based learning and smart learning. This indicates that the smart learning shares student-centered learning beliefs. Moreover, teacher’s perception on smart learning is influenced by their perception on computer-based learning, and this was in turn affected by the degree of teachers’ knowledge and usage of technology. In other words, teachers who have more students-centered learning beliefs and a higher level of ICT-related knowledge and usage seemed to have a more positive view on smart learning. Also, the more technology support system school provided, the more positive perspective the teachers have on smart learning. The results of this study have implications for both pre-service and in-service teacher professional development. The teachers who are responsible for the twenty-first century learners should be equipped with practical competencies of advancing technology in the classroom and firm beliefs regarding student-centered learning in technology-rich environments.
      PubDate: 2019-02-12
       
  • An evaluation approach for smart support of teaching and learning
           processes

    • Abstract: Abstract In the KOSMOS-2 project, a smart learning approach in form of a modern portal for students at Universities has been developed, called “MeinKosmos”. An important question from the point of view of universities and teachers is what the quality of such new tools are or what their benefits are. This article describes the evaluation approach defined in the KOSMOS-2 project for the “MeinKosmos” learning portal, and the results of using the approach in an undergraduate degree program. The focus of the evaluation is on the learning success of the students and the quality of the meta-search.
      PubDate: 2019-01-14
       
  • Engagement detection in online learning: a review

    • Abstract: Abstract Online learners participate in various educational activities including reading, writing, watching video tutorials, online exams, and online meetings. During the participation in these educational activities, they show various engagement levels, such as boredom, frustration, delight, neutral, confusion, and learning gain. To provide personalized pedagogical support through interventions to online learners, it is important for online educators to detect their online learners’ engagement status precisely and efficiently. This paper presents a review of the state of the art in engagement detection in the context of online learning. We classify the existing methods into three main categories—automatic, semi-automatic and manual—considering the methods’ dependencies on learners’ participation. Methods in each category are then divided into subcategories based on the data types (e.g., audio, video, texts for learner log data etc.) they process for the engagement detection. In particular, the computer vision based methods in the automatic category that use facial expressions are examined in more details because they are found to be promising in the online learning environment. These methods are nonintrusive in nature, and the hardware and the software that these methods use to capture and analyze video data are cost-effective and easily achievable. Different techniques in the field of computer vision and machine learning are applied in these methods for the engagement detection. We then identify their challenges of engagement detection and explore available datasets and performance metrics for engagement detection, and provide recommendations for the future to advance the technology of engagement detection for online education.
      PubDate: 2019-01-03
       
  • Intelligent intervention by conversational agent through chatlog analysis

    • Abstract: Abstract E-learning systems based on a conversational agent provide the basis of an intuitive, responsive, engaging interface for the online learner. This paper proposes an approach to intelligent intervention and strategic pedagogical design for improving student engagement when chatting with a conversational agent. First, we used previous conversational logs to detect and classify interaction behaviors of learners. And then we designed a set of strategies for intelligent intervention to improve learners’ engagement when conversing with the conversational agents. We implemented a multiagent framework to apply the strategy-based intervention. The effectiveness of learner interaction behaviors and the impact of intelligent intervention by the conversational agent were evaluated through chatlog analysis. Although not all of the quantitative tests were sensitive enough to detect the effect of the interventions, the findings suggest that the detection of behaviours was accurate. The interventions were observed to have the desired effect on behaviours associated with conversational engagement.
      PubDate: 2018-11-20
       
  • Implicit modeling of learners’ personalities in a game-based learning
           environment using their gaming behaviors

    • Abstract: Abstract While the most used method to model the learner’s personality is the self-report using questionnaires, this study presents and validates a newly developed framework for implicitly modeling the learners’ personalities within a game-based learning environment using their gaming behaviors. This framework is based on an online role-playing game for teaching the computer architecture subject and a learning analytics system. To evaluate the efficiency of the proposed framework, an experiment was conducted with forty four participants (34 learners and 11 teachers) in a Tunisian University. The obtained results showed that this framework has a high accuracy level in correctly modeling both the extraversion and openness personality dimensions. In addition, these results highlighted a “good” and “moderate” agreement degree in modeling the extraversion and openness personality dimensions respectively compared to the Big Five Inventory (BFI). The findings of this study can advance research in game-based learning and educational psychology by developing environments which can be used for both learning and modeling learners’ personalities instead of using questionnaires.
      PubDate: 2018-11-16
       
  • The future role of mobile learning and smartphones applications in the
           Iraqi private universities

    • Abstract: Abstract The higher education sector has witnessed a drastic change due to new advanced technologies including computers and smartphones. As a result, higher education will need to establish a solid foundation aided by information communication technologies (ICT) where mobile applications can extend learning opportunities for students and graduates so they meet the requirements of the fast-changing jobs market. Many studies conducted in various contexts have revealed the drastic change of using mobile applications (henceforth apps) and advanced communication which help students develop their skills by means of using the digital environment. The study aims at identifying the general impression of Iraqi private universities students about the future role of ICT and the mobile learning in higher education. Al-Maarif University College is selected as a case study to measure the extent of students’ reliance on the use of modern smartphones applications in research, study, and skills development in the field of specialization. The study also sheds light upon specifying the important variables and methods for enhancing the role of the mobile learning as a part of the electronic education for the private education sector in Iraq.
      PubDate: 2018-11-06
       
  • A conceptual framework for designing smart learning environments

    • Abstract: Abstract The paper deals with the design of Smart Learning Environments (SLEs). Over and above that, it’s about the interconnection between SLEs and the internet of things. With the question of how an interdisciplinary approach can contribute to the design of SLEs together with the disciplines of education, computer science and architecture the study empirically applies data collected in 2016. The empirical research was initiated by consolidating the findings from transdisciplinary analyses of the literature in a hypothetical model for designing SLEs. This model pooled success factors from different spheres of influence and served as a tool for empirical research. A triangulation was used for facilitating a model-validation in the context of 7 expert interviews, 7 questionnaires as well as a workshop with training experts. The data analysis resulted in the development of a holistic, socio-technical framework.
      PubDate: 2018-10-24
       
  • Smart learning environments, and not so smart learning environments: a
           systems view

    • Abstract: Abstract It is fruitless to talk of smart learning environments unless we know what is meant by those that are not smart. All environments influence behaviour and, by and large, are in turn influenced by the behaviour of the agents of which they are at least partially comprised. If there were such thing as a neutral learning environment it would support all forms of learning of any skill or knowledge equally well which, manifestly, none do. In this paper, I will argue that most in-person learning environments tend to encourage some kinds of counter-productive behaviours and are thus, at a systems level, positively stupid. While we may, with care, time, and ingenuity in our teaching, overcome some of the worst consequences, the costs and stresses caused by doing so are high. Much of the skill of contemporary teaching, and of the smart learning environments we create, is concerned with compensating for problems that are almost entirely caused by the environments in which we teach. Our online learning environments have often replicated and even magnified such stupidity, mainly through focusing on the contingent trappings of in-person teaching rather than the problems that those trappings were originally designed to solve. I go on to consider smartness as an emergent attribute arising out of the interplay of structural and dynamic elements in a learning environment, the most significant of which (especially in an online context) being its creative, independent, and motivated human participants. I will discuss ways in which we can orchestrate systems to create the conditions for (but not necessarily to entail) learning environments that can truly be described as ‘smart’.
      PubDate: 2018-10-19
       
  • Using 360-degrees interactive videos in patient trauma treatment
           education: design, development and evaluation aspects

    • Abstract: Abstract Extremely catastrophic situations are rare in Sweden, which makes training opportunities important to ensure competence among emergency personnel who should be actively involved during such situations. There is a requirement to conceptualize, design, and implement an interactive learning environment that allows the education, training and assessment of these catastrophic situations more often, and in different environments, conditions and places. Therefore, to address these challenges, a prototype system has been designed and developed, containing immersive, interactive 360-degrees videos that are available via a web browser. The content of these videos includes situations such as simulated learning scenes of a trauma team working at the hospital emergency department. Various forms of interactive mechanisms are integrated within the videos, to which learners should respond and act upon. The prototype was tested during the fall term of 2017 with 17 students (working in groups), from a specialist nursing program, and four experts. The video recordings of these study sessions were analyzed and the outcomes are presented in this paper. Different group interaction patterns with the proposed tool were identified. Furthermore, new requirements for refining the 360-degrees interactive video, and the technical challenges associated with the production of this content, have been found during the study. The results of our evaluation indicate that the system can provide the students with novel interaction mechanisms, to improve their skills, and it can be used as a complementary tool for the teaching and learning methods currently used in their education process.
      PubDate: 2018-10-19
       
  • Learning in smart environments: user-centered design and analytics of an
           adaptive learning system

    • Abstract: Abstract The complexity of today’s learning processes and practices entails various challenges. It is becoming much harder for teachers to observe, control, and adjust the learning process. Moreover, contemporary teaching is enhanced with different technologies and systems that not only support information-transfer, but also make this process more effective. In this paper we present the Programming Tutoring System (ProTuS), which provides smart and interactive content, personalization options, adaptive features, and learning analytics as a support for users engaged in learning complex cognitive skills. Our contribution in this paper is twofold, conceptual and empirical. The paper presents the interactive learning analytics component developed in ProTuS and the results from the empirical study. The study shows that students find adaptive learning systems to be useful in monitoring progress, promoting reflective practices, and receiving feedback to better understand their actions and learning strategies.
      PubDate: 2018-10-16
       
  • Implementing new technologies in a middle school curriculum: a rural
           perspective

    • Abstract: Abstract The purpose of this study was to examine the impact of a new school technology on teachers and students in rural middle schools. The study involved teachers and seventh grade students in two Title I rural Texas school districts and was framed through a constructivist lens using a project-based approach. Pre- and post-intervention surveys assessed learning and perceptions, and data were analyzed using one-way Analysis of Variance. Findings suggested that new school technology does not ensure teacher understanding or student learning. For new school technologies to be successful, significant planning, teacher training, and resources must be in place.
      PubDate: 2018-10-10
       
  • Unpacking conceptual elements of smart learning in the Korean scholarly
           discourse

    • Abstract: Abstract This study is a descriptive content analysis of “smart learning” as defined and conceptualized by Korean educational researchers from 2010 to 2018. The purpose of research is to examine the smart learning literature for the core conceptual elements that ran through the scholarly discourse of “smart learning” in South Korea; to understand how the three elements of smart learning environment, pedagogy, and learner, are represented in those definitions and elucidate some notable trends in its conceptual development throughout the years. We utilized Google Scholar, Korean Citation Index, and RISS to collect relevant scholarly publications written in Korean and English text. We identified 37 publications that included either an explicitly stated definition of smart learning or included a quality statement that clearly describes what constitutes smart learning. We initially used an inductive coding technique and identified repeated keywords among the definitions of “smart learning.” Later we applied the three elements of smart learning to draw further interpretations. Our data analysis generated five major themes: (1) Smart learning environments is a dominating element in the discourse; (2) Enriched conceptual exploration of smart learning pedagogies; (3) Dwindling interest in smart learners; (4) Conceptual ambiguity lingers in the smart learning discourse; (5) Paths of discoursal development vary across the three domains of smart learning. We conclude that our findings offer an important insight to the Korean and international scholarly discourse on the current dynamics of three essential elements of smart learning.
      PubDate: 2018-10-10
       
  • Train-for-life (T4L): an interactive learning platform for logistics,
           safety and security professionals

    • Abstract: Abstract The ageing workforce and the changing nature of jobs make it critical for education providers to include life-long learning skills and training provisions for adult learners already in the workforce. Learning a topic online via Massive Open Online Courses (MOOCs) has gained a lot of popularity due to their scalability and efficiency of knowledge distribution. However, participating in these courses usually means fully committing to the course for at least a few months in some cases and the dropout rate is high. Providing engaging online education is even more challenging for industry trainees due to their lack of time and daily distractions at work. In this paper, we describe Train-For-Life, an interactive training platform for non-academic audience in transport, logistics, security and safety industry. Several design ideas are proposed to make the courses short, flexible and interactive to keep the trainees interested and engaged with the content. We evaluated the effectiveness of our approach with employees from a large company in the UK (n = 884). Results show that most of the trainees completed the courses they enrolled in, they were engaged with the content during the duration of the study, and the majority passed the course test after first attempt. In addition, the employees found the learning materials valuable and enjoyed their learning experience.
      PubDate: 2018-10-03
       
  • Evaluation of smart classroom from the perspective of infusing technology
           into pedagogy

    • Abstract: Abstract Smart classroom was regarded as one of the essential methods to transform the traditional instructional mode. The research and practice of smart classroom became popular since 2012. However, there were few research on the large scale survey of smart classroom from the both technological and pedagogical perspective to provide baselines for smart classroom building. In this study, a large-scale survey of smart classroom was conducted in China. A total of 13, 495 students from 135 primary and middle schools participated in the survey. Data were analyzed in SPSS 23. Results indicated that participants generally did not perceive much smart learning in classrooms, especially in the dimension of resource and enhancement. The results also confirmed that digital device and Internet were the basis for equipping smart classroom. Technology equipment plus advanced technology could lead to the success of learning. Future research could be conducted to investigate how to match technologies, pedagogies and smart classroom to improve student’s achievements.
      PubDate: 2018-09-25
       
  • Supporting the smart teacher: an agenda for the use of embedded sensing in
           novel learning spaces

    • Abstract: Abstract We converge the disciplines of context-aware computing, human-computer interaction and pedagogic research practice to propose an agenda for the use of embedded sensing for novel learning spaces. In this case, embedded sensing is the identification and analysis of in-the moment individual, group and class level behavioural data from students engaged in physical learning activities. Our work is motivated by the challenges and opportunities for teachers inherent in the rise of the design, development and evaluation of novel learning spaces augmented with multidevice technology. We present a framework for the use of embedded sensing, its relationship related and emerging work in the fields of social learning analytics and smart learning, and a practical illustration of SOLE (Sugata Mitra’s Self Organised Learning Environments). Our agenda addresses the conceptualization, data collection, and analysis of learning; zooming in on hard-to-identify individual-within-group learning processes. For the educational researcher, we propose a context-sensitive, dynamic and situated approach that can inform analytic frameworks and development of tools for sense-making. For the teacher-inquirer, the smart teacher, we propose that this approach directly addresses issues linked to the complexity of the ‘what and how’ of education-based evaluation and assessment of students in unstructured and multidevice learning spaces more broadly.
      PubDate: 2018-09-20
       
  • Analyzing students’ collaboration patterns in a social learning
           environment using StudentViz platform

    • Abstract: Abstract Understanding students’ collaboration patterns is an important goal for teachers, who can thus obtain an insight into the collaborative learning process. Social network analysis and network visualizations are commonly used for exploring social interactions between learners. However, most existing network visualization platforms are deemed too complex by the teachers, who do not possess social network analysis expertise. Therefore, we propose an easy to use platform for visualizing students’ collaboration patterns, called StudentViz. An overview of the tool, including a description of its implementation and functionalities, is provided in the paper. An illustration of how the tool can be used in practice, for investigating students’ collaboration patterns in a social learning environment, is also included.
      PubDate: 2018-09-18
       
  • Utilizing a smart cognitive support system for K-8 education

    • Abstract: Abstract This research is aimed to determine how cognitive apprenticeship framework could be utilized in designing and utilizing an ontology based cognitive support system (OBCSS). It is also aimed to evaluate the use of OBCSS in educational settings to determine how much mental effort is needed for students to use it and to determine whether use of OBCSS decreases disorientation and supports navigation as stated in literature. Scales are used to get perceived behavioral data from the participants. This data is used to investigate experiences of users who have gender and computer experience diversities. Personal information form, mental effort evaluation scale and perceived disorientation scale are used to collect data. Log data is collected from learners’ interaction with system. Sample of this study are fifth and sixth grade students at three state schools and one private school in Central Turkey. At the first phase, data is collected from 83 students, and this data is used for Reliability and Validity of the disorientation scale. At second phase data is collected from 89 students, and this data is used for the analysis of the OBCSS. System is evaluated by collecting data from real time users. According to results of statistical analyses, mental efforts of learners did not differ across gender, daily average computer and internet use, and frequency of internet use for studying. Similarly, perceived disorientation and perceived ease of use did not differ across gender, daily average computer and internet use and frequency for using internet to study. According to log data, OBCSS can provide different personalized learning paths based on the current knowledge of learners.
      PubDate: 2018-09-17
       
  • Creating a Virtual Science Lab (VSL): the adoption of virtual labs in
           Saudi schools

    • Abstract: Abstract Laboratory activities are playing a substantial role in supporting scientific learning fields by enabling students to obtain practical skills through experiments and by giving them the chance to have a more profound understanding of the content. Although laboratory activities are expensive and time-consuming, virtual laboratory activities can save money, time, and effort. The Virtual Science Lab (VSL) is a web-based platform designed to improve learning approaches by introducing a safe and interactive lab environment for students in middle schools in Saudi Arabia. VSL was found to be an exciting, useful, and enjoyable learning environment during user trials. It allowed users to conduct experiments individually and to repeat them multiple times if needed.
      PubDate: 2018-09-14
       
 
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