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Education Sciences
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New Advances in Methodologies and Technologies for Enhancing Quality in...
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New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (31 March 2022) | Viewed by 26470

Special Issue Editors

Dr. Riccardo Pecori

E-Mail Website
Chief Guest Editor
Department of Engineering, University of Sannio, Benevento (BN), Italy
Interests: educational big data mining; smart virtual learning environments; machine learning; network security; Internet of Things; complex systems
Prof. Dr. Pietro Ducange

E-Mail Website
Guest Editor
Department of Information Engineering, University of Pisa, I-56122 Pisa, Italy
Interests: distance learning technologies; explainable artificial intelligence; big data mining; social sensing and sentiment analysis
Prof. Dr. Paolo Raviolo

E-Mail Website
Guest Editor
1. Faculty of Psychology, eCampus University, I-22060 Novedrate, Italy
2. Cremit, Catholic University of the Sacred Heart, I-20123 Milano, Italy
Interests: e-learning; learning technologies; learning assessment; learning and teaching methodologies; life-long learning
Prof. Dr. Pietro Picerno

E-Mail Website
Guest Editor
Dipartimento di Scienze Biomediche, Università di Sassari, Sassari, Italy
Interests: human movement analysis; gait analysis; sport biomechanics; inertial sensors
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Online universities are widespread today, but distance learning solutions are lately becoming more and more popular also in traditional universities. This increasing popularity is mainly due to the unfortunate occurrence of the COVID-19 pandemic that forced traditional universities to turn to distance learning modalities. After such an experience, even after the pandemic is over, many of these courses will probably adopt a blended learning modality. Researchers and academics involved in online teaching are growing in number and research activities on the design of online courses, teaching methodologies, and the assessment in digital learning environments are undergoing a marked increase, and they will become more and more fundamental in the near future.

On one hand, online learning methodologies have reached a maturity in terms of theoretical framework and interpretation of the research field outcomes. Today, online learning presents a wide variety of implementations, from blended learning courses to MOOC, and the pedagogical research in the field covers the key aspects of learning and teaching online: design, practice, and assessment. The course design is a key topic, since it has a relevant impact on the learning experience by promoting an active and personalized learning that improves practice, while the assessment needs to be intended both as ongoing feedback and final evaluation. The three aforementioned aspects are strictly connected to the technological learning environment and to the data flow it generates, and this relationship is one of the focuses of emerging research.

On the other hand, the exploitation and analysis of educational data, even big data, are becoming a fundamental prerequisite for supporting strategic decisions in several contexts, such as predicting dropouts and improving student experience and success rate. The adoption of online learning technologies may foster the widespread exploitation of such educational data and big data streams, thus unveiling novel and unprecedented aspects in the distance learning research field.

This Special Issue is focused on all the relevant topics regarding higher distance education and online learning, such as distance learning methodologies and technologies, online assessment of distance learning outcomes, proctoring systems, online learning analytics and online educational big data mining, pedagogical framework studies in distance learning, online digital learning design, blended distance learning, online course design and e-learning curricula, digital libraries for e-learning, e-learning platforms and portals, security aspects of distance learning, standards and interoperability for distance learning, etc.

Contributors to this Special Issue will have the opportunity to present good practices and points of view about the future of methodologies and technologies regarding the online teaching-learning process. Moreover, a special focus will be addressed towards the importance of mining useful knowledge from data generated by innovative virtual learning environments and methods for improving the performance of distance learning universities.

Dr. Riccardo Pecori
Prof. Dr. Pietro Ducange
Prof. Dr. Paolo Raviolo
Prof. Dr. Pietro Picerno
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Distance Learning
  • Educational data mining
  • Learning analytics
  • Virtual learning environments
  • Online learning assessment
  • Online learning design
  • Online tutoring
  • Mobile learning

Published Papers (9 papers)

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Research

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24 pages, 5276 KiB  
Article
On the Design of Constructively Aligned Educational Unit
by Antonio Maffei, Eleonora Boffa, Francesco Lupi and Michele Lanzetta
Educ. Sci. 2022, 12(7), 438; https://doi.org/10.3390/educsci12070438 - 24 Jun 2022
Cited by 3 | Viewed by 3688
Abstract
Modern pedagogy is moving away from traditional transmissive approaches, and it is extensively embracing constructive theory of learning. A prominent practical embodiment of this paradigm shift is a method called Constructive Alignment (CA). This approach focuses on learners’ actions and starts from a [...] Read more.
Modern pedagogy is moving away from traditional transmissive approaches, and it is extensively embracing constructive theory of learning. A prominent practical embodiment of this paradigm shift is a method called Constructive Alignment (CA). This approach focuses on learners’ actions and starts from a clear communication of the Intended Learning Outcomes (ILOs) of the focal unit. ILOs are made of content, a context, and an Educational Goal Verb (EGV). According to the Bloom Taxonomy, the EGV is the core of an ILO and refers to the action the learners are expected to be able to master after completing the educational unit. The ILO is then aligned to the course activity using the EGV (i.e., EGVs are enacted through Teaching and Learning Activities (TLAs) and verified through Assessment Tasks (ATs)). Despite the ILO definition being extensively investigated and described, the extant literature has poorly explored how to devise suitable TLAs and ATs, lacking comprehensive contributions that identify and describe the different kinds of TLAs and ATs available to course designers. In view of the above gap, the authors searched and reviewed the literature (scientific papers (i.e., top-down, deductive approach)) and practices in higher education (university websites and blogs (i.e., bottom-up, inductive approach)) to identify all the possible sources of TLA and AT descriptions available. The results propose standardized templates that support the course design process, providing extensive descriptions of TLA and AT based on the best practices identified. The proposed templates include the core dimensions that proved to be suitable for designing traditional and remote-learning activities. Finally, the examples provided in the paper show how to use these templates on a few kinds of selected on-campus and digital TLAs and ATs from the educational units identified in the Erasmus+ MAESTRO project, which is based on Industry 4.0 technological enablers and their application in support of manufacturing sustainability. Full article
(This article belongs to the Special Issue New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning)
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11 pages, 272 KiB  
Article
Comparative Study on Students’ Engagement and Academic Outcomes in Live Online Learning at University
by Aleksandra Kobicheva
Educ. Sci. 2022, 12(6), 371; https://doi.org/10.3390/educsci12060371 - 26 May 2022
Cited by 3 | Viewed by 3140
Abstract
Many studies have assessed students’ engagement with learning and academic outcomes and studied the influence of the engagement level on academic outcomes. Nevertheless, there are few studies that demonstrate the results of live online learning and reveal whether gender or/and education level mediates [...] Read more.
Many studies have assessed students’ engagement with learning and academic outcomes and studied the influence of the engagement level on academic outcomes. Nevertheless, there are few studies that demonstrate the results of live online learning and reveal whether gender or/and education level mediates the relationships between students’ engagement and academic outcomes. A total of 301 under- and postgraduate students from the Humanity Institute of Peter the Great Polytechnic University voluntarily participated in this study. We conducted online surveys to reveal the level of students’ engagement and academic outcomes in the process of live online learning and analyzed the associations between these variables. Results displayed higher levels of engagement and academic outcomes for females, and the difference between the results was significant, particularly for behavioral and emotional engagement (p < 0.001). Significant differences of the measurement factors including behavioral engagement (p < 0.01), cognitive engagement (p < 0.01), and academic outcomes (p < 0.05) were revealed between undergraduate (UG) and postgraduate (PG) students. The findings obtained by using the linear regression analysis technique indicated that engagement scores significantly predict the students’ academic outcomes for both females and males, while UG and PG students demonstrated different results. It was detected that cognitive engagement has a greater effect on academic outcomes for PG students, while behavioral engagement has a greater effect on academic outcomes for UG students. Full article
(This article belongs to the Special Issue New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning)
12 pages, 2331 KiB  
Article
Distance Education for Supporting “Day One Competences” in Meat Inspection: An E-Learning Platform for the Compulsory Practical Training of Veterinarians
by Lara Tinacci, Lisa Guardone, Alice Giusti, Stefano Pardini, Claudio Benedetti, Francesco Di Iacovo and Andrea Armani
Educ. Sci. 2022, 12(1), 24; https://doi.org/10.3390/educsci12010024 - 4 Jan 2022
Cited by 2 | Viewed by 2131
Abstract
Obtaining a Veterinary Surgeon degree relies on the acquisition of “Day One Competences” (DOCs), among which professional skills related to meat inspection are acquired during visits to abattoirs. In 2020, lockdown measures due to COVID-19 pandemic limited on-site practical training. The present study [...] Read more.
Obtaining a Veterinary Surgeon degree relies on the acquisition of “Day One Competences” (DOCs), among which professional skills related to meat inspection are acquired during visits to abattoirs. In 2020, lockdown measures due to COVID-19 pandemic limited on-site practical training. The present study describes the creation of an e-learning course on bovine and swine slaughtering as an alternative tool for compulsory DOCs achievement within the course “Inspection and control of food of animal origin” during the fourth year of the Veterinary Medicine degree program (Department of Veterinary Sciences of the University of Pisa). Academics and external professionals took part on the planning and development of the learning material. Video pills, consisting of shooting of the slaughtering coupled with trainers’ descriptive explanations, were produced. The perceived effectiveness of course contents, trainers’ communication skills and technical quality were assessed with a questionnaire. The developed e-learning platform consisted of four main sections (Introduction, Swine slaughtering, Bovine slaughtering and Additional topics), integrated by multiple-choice questions for the student’s self-assessment. According to students’ assessment, the platform, of high technical quality, effectively condensed contents on meat inspection. Despite the unique and irreplaceable role of practical training in the achievement of the professional skills included in the veterinary curriculum, the e-learning course may concur in providing DOCs and is in line with the adoption of a modern teaching model where e-learning resources engage students in deeper learning approaches. Full article
(This article belongs to the Special Issue New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning)
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16 pages, 441 KiB  
Article
The Impact of Isolation Measures during COVID-19 Pandemic on Russian Students’ Motivation for Learning
by Albina R. Drozdikova-Zaripova, Roza A. Valeeva and Niyaz R. Latypov
Educ. Sci. 2021, 11(11), 722; https://doi.org/10.3390/educsci11110722 - 11 Nov 2021
Cited by 6 | Viewed by 3241
Abstract
One of the leading problems of teaching is maintaining the students’ motivation for learning. In the current epidemiological situation, improvement of education quality using digital platforms and educational services by creating conditions for increasing the learning motivation of students is an essential and [...] Read more.
One of the leading problems of teaching is maintaining the students’ motivation for learning. In the current epidemiological situation, improvement of education quality using digital platforms and educational services by creating conditions for increasing the learning motivation of students is an essential and relevant task. Therefore, the aim of the research was to study the motivation of the educational activity of junior students during the COVID-19 lockdown period and the development of effective approaches to increase the learning motivation of students in the context of distance learning using the Microsoft Teams platform. Research methods: Theoretical analysis of psychological and pedagogical literature, generalization; experiment, questioning, testing and data processing methods. In total, 107 undergraduates took part in the study. The difficulties and benefits that students encountered during the lockdown, as well as the attitude of students to the distance learning format, were revealed. There were specified dominant motivators, intentions and motives that determine the educational activity of students. We have presented approaches to the content management of the educational process in a distance format, with various ways and techniques of increasing the educational motivation of students under the conditions of distance learning. Full article
(This article belongs to the Special Issue New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning)
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14 pages, 1907 KiB  
Article
Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown
by Enzo Iuliano, Massimiliano Mazzilli, Stefano Zambelli, Filippo Macaluso, Paolo Raviolo and Pietro Picerno
Educ. Sci. 2021, 11(10), 600; https://doi.org/10.3390/educsci11100600 - 30 Sep 2021
Cited by 9 | Viewed by 2372
Abstract
Laboratory teaching in sport and exercise sciences universities is of fundamental importance as it provides students with the necessary hands-on skills that are indispensable to future kinesiologists. However, due to the COVID-19 pandemic, students in lockdown missed the opportunity to acquire laboratory skills. [...] Read more.
Laboratory teaching in sport and exercise sciences universities is of fundamental importance as it provides students with the necessary hands-on skills that are indispensable to future kinesiologists. However, due to the COVID-19 pandemic, students in lockdown missed the opportunity to acquire laboratory skills. Here we report the solutions adopted by a blended exercise science Master’s degree program of an online Italian university to ensure didactic continuity in the practice-oriented activities during the period of the COVID-19 lockdown. In order to mitigate this issue, laboratory sessions were replaced with online workshops and students’ satisfaction levels in this regard were investigated in the present study using an online survey conducted on 101 students during lockdown. The survey consisted of 7-point Likert scale items focusing on computer usage (CU), learning satisfaction (LS), social interaction (SI), and perceived value (PV). The analysis of the results revealed a good level of learning satisfaction of the students. Conversely, students perceived a moderate level of social interaction and had a moderate perception that online workshops can enhance their learning abilities. In conclusion, the results of the present study seem to indicate that online workshops can be considered a good and acceptable compromise during an emergency, although face-to-face activities remain the preferable learning delivery modality when dealing with the acquisition of hands-on skills. Full article
(This article belongs to the Special Issue New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning)
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12 pages, 765 KiB  
Article
A Revised Pedagogy Model for Simulator-Based Training with Biomedical Laboratory Science Students
by Marko Henrik Björn, Werner Ravyse, Chrisna Botha-Ravyse, Jonne M. Laurila and Tuula Keinonen
Educ. Sci. 2021, 11(7), 328; https://doi.org/10.3390/educsci11070328 - 1 Jul 2021
Cited by 1 | Viewed by 2741
Abstract
Methods based on simulation pedagogy are widely used to practice hands-on skills in safety environment. The usability of an EEG simulator on clinical neurophysiology course was evaluated. Second-year biomedical laboratory science students (N = 35) on this course were included in the study. [...] Read more.
Methods based on simulation pedagogy are widely used to practice hands-on skills in safety environment. The usability of an EEG simulator on clinical neurophysiology course was evaluated. Second-year biomedical laboratory science students (N = 35) on this course were included in the study. They were divided into three groups. Two groups used the EEG simulator with different feedback modes and one group did not use the simulator. Results were expected to reveal a correlation between user experience and learning outcomes. This study made used of a mixed method study design. During the study, students were asked to keep a learning diary throughout the course on their experience. Diaries were analyzed qualitatively based on content analyses. Quantitative analyses based on an UX questionnaire that measures classical usability aspects (efficiency, perspicuity, dependability) and user experience aspects (novelty, stimulation) and the students’ feelings to use simulator. The quantitative data was analyzed using SPSSTM software. The quantitative and qualitative analyses showed that the use of the EEG simulator, which was evaluating teaching–learning process, has an extra benefit in clinical neurophysiology education and students felt that the simulator was useful in learning. The simulation debriefing session should be followed by a full theoretical and practical session. Students compared their learning from the simulator with that of the actual placement which fosters the reflective practice of learning, again deepening the understanding of the EEG electrode placement and different wave patterns. Full article
(This article belongs to the Special Issue New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning)
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Review

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9 pages, 240 KiB  
Review
New Advances in Second Language Acquisition Methodology in Higher Education
by Blanka Klimova and Marcel Pikhart
Educ. Sci. 2021, 11(3), 128; https://doi.org/10.3390/educsci11030128 - 17 Mar 2021
Cited by 10 | Viewed by 3131
Abstract
This article summarizes new advances, as described by current research, in the methodology of teaching Business English as a lingua franca (BELF) in the era of mobile learning and provides the reader with hands-on strategies that are useful for BELF classes and applicable [...] Read more.
This article summarizes new advances, as described by current research, in the methodology of teaching Business English as a lingua franca (BELF) in the era of mobile learning and provides the reader with hands-on strategies that are useful for BELF classes and applicable in distance learning. The primary objectives of this literature review are to explore the fundamental approaches which should help practitioners in their course preparation, development, and teaching. The paper provides the reader with the most up-to-date strategies for teaching BELF and brings ideas on how to utilize these principles in a mobile learning (m-learning) environment. The methods include a literature review of available articles exploring the research topic, i.e., BELF and its pedagogy, which was performed by finding relevant studies in the Web of Science and Scopus databases. The results indicate that there are three fundamental approaches recommended by the current research on the teaching of BELF, namely task-based activities/case studies, exploitation of authentic materials, and blended learning implementation. In summary, the paper provides the readers with an update on current approaches for teaching BELF in higher education when utilizing modern tools for foreign language learning, such as m-learning, blended learning, and hybrid learning. Full article
(This article belongs to the Special Issue New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning)

Other

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7 pages, 187 KiB  
Conference Report
Bridges and Mediation in Higher Distance Education: HELMeTO 2020 Report
by Laura Sara Agrati, Daniel Burgos, Pietro Ducange, Pierpaolo Limone, Riccardo Pecori, Loredana Perla, Pietro Picerno, Paolo Raviolo and Christian M. Stracke
Educ. Sci. 2021, 11(7), 334; https://doi.org/10.3390/educsci11070334 - 5 Jul 2021
Cited by 2 | Viewed by 1950
Abstract
In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 [...] Read more.
In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to the virtual workshop and 26 full papers were finally selected to be published in the proceedings. The workshop illustrated a fast-developing scenario in which the epidemic emergency accelerated the dissemination and consolidation of online learning in higher education. A specific focus of the workshop can be identified as students’ learning experience, with studies on tutoring and active learning approaches, personalized solutions supported by data analysis, virtual reality and an in-depth analysis of human–computer interactions. Full article
(This article belongs to the Special Issue New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning)
11 pages, 637 KiB  
Case Report
Hacking Higher Education: Rethinking the EduHack Course
by Fabrizio Barpi, Davide Dalmazzo, Antonella De Blasio and Fiorella Vinci
Educ. Sci. 2021, 11(2), 40; https://doi.org/10.3390/educsci11020040 - 22 Jan 2021
Cited by 2 | Viewed by 2174
Abstract
The paper presents a report that discuss the experience of participation of the authors in the EduHack, an online course designed to train university teachers in the use of digital techniques and learning strategies. This study highlights two issues of great interest in [...] Read more.
The paper presents a report that discuss the experience of participation of the authors in the EduHack, an online course designed to train university teachers in the use of digital techniques and learning strategies. This study highlights two issues of great interest in pandemic times. The first one is the structure and the organization of the EduHack course with some suggestions related to its improvement; the second one is Drag&Fly, the project idea of an e-learning web platform developed by the authors during the collaborative part of the course. The experience of participation to EduHack course has been analyzed by authors using concepts and categories of analysis widespread in the pragmatic theoretical tradition, enhancing the possibility of changing the teachers’ approach to the design and the implementation of a higher education e-learning course. Full article
(This article belongs to the Special Issue New Advances in Methodologies and Technologies for Enhancing Quality in Higher Education Distance Learning)
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