Topic Editors

Dr. Neil Gordon
Department of Computer Science and Technology, University of Hull, Hull HU6 7RX, UK
Prof. Dr. Han Reichgelt
Muma College of Business, University of South Florida, St Petersburg Campus, St Petersburg, FL 33620, USA

Advances in Online and Distance Learning

Abstract submission deadline
closed (31 May 2022)
Manuscript submission deadline
31 July 2022
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17405

Topic Information

Dear Colleagues,

Online and distance learning have come to the fore in 2020 and 2021, with the Coronavirus pandemic proving a catalyst to the long-term trend towards computer-mediated learning. The impact of this transition on the world in 2020 and 2021 has been profound, with long-term consequences on the viability and form of education. The rapid pivot to online or blended learning has happened across all sectors of education,  school, college or university. This period has been a stimulus for the adoption and development of online and remote learning, where institutions have pivoted to online education (whether purely online or blended with significant online content) in a way that was unforeseen and unplanned. This Topic provides an opportunity to share good practice, as well as to provide a platform to explore the problems faced, in online and remote education.

This issue welcomes contributions that consider effective practice, or can identify problems for future work, around distance and online learning. These may be technical or social—looking at the way that pedagogy, people and technology interact in this maelstrom of change. 

Papers that consider purely distance (online) learning, blended learning with elements of face-to-face provision, or hybrid learning where learning supports simultaneous face-to-face and online learning are welcomed.

Other aspects of online and distance learning include mobile learning, MOOCS and virtual-reality-based learning. Of particular interest are papers that discuss the effect that the move to online and distance learning has had on the extent to which learners achieved the learning outcomes of the course or the program.

Dr. Neil Gordon
Prof. Dr. Han Reichgelt
Topic Editors

Keywords

  • distance learning
  • online learning
  • student achievement

Participating Journals

Journal Name Impact Factor CiteScore Launched Year First Decision (median) APC
Education Sciences
education
- 2.9 2011 20.6 Days 1400 CHF Submit
Future Internet
futureinternet
- 5.4 2009 12.7 Days 1400 CHF Submit
Information
information
- 4.2 2010 18.4 Days 1400 CHF Submit
Journal of Intelligence
jintelligence
- 4.0 2013 37.9 Days 1400 CHF Submit
Sustainability
sustainability
3.251 5.0 2009 17.6 Days 2000 CHF Submit

Published Papers (21 papers)

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Article
Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic
Educ. Sci. 2022, 12(6), 421; https://doi.org/10.3390/educsci12060421 - 20 Jun 2022
Abstract
During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. [...] Read more.
During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. This study examined opportunities and barriers to using the flipped classroom approach for chemistry teaching. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, teacher educators described how ICT competencies and inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom approach. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
Remote Teaching, Self-Resilience, Stress, Professional Efficacy, and Subjective Health among Israeli PE Teachers during the COVID-19 Pandemic
Educ. Sci. 2022, 12(6), 405; https://doi.org/10.3390/educsci12060405 - 14 Jun 2022
Abstract
This study investigated demographic factors, teaching characteristics, psychological characteristics, school-related characteristics, professional efficacy, and subjective health perceptions among PE teachers during the COVID-19 pandemic. We conducted a cross-sectional research design. Questionnaires were distributed to PE teachers online during COVID-19 closures. PE teachers (N [...] Read more.
This study investigated demographic factors, teaching characteristics, psychological characteristics, school-related characteristics, professional efficacy, and subjective health perceptions among PE teachers during the COVID-19 pandemic. We conducted a cross-sectional research design. Questionnaires were distributed to PE teachers online during COVID-19 closures. PE teachers (N = 757) from elementary, middle, and high schools in Israel voluntary completed surveys on the topics of stress levels, self-resilience, remote teaching, professional efficacy, and subjective health perception. Sex, remote-teaching experience and clear remote school policy significantly predicted professional efficacy. Sex, teaching experience and self-resilience significantly predicted subjective health perception. This study demonstrated the need for a clear remote policy, as it likely empowers teacher professional efficacy. Transparent procedures and guidelines, along with clarifying remote policies by a supportive administration, are important for the professional efficacy of PE teachers. In addition, educational programs that are aimed at developing and strengthening the values of a healthy, positive, and balanced lifestyle are important to subjective health perception among PE teachers. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Review
Predicting Student Outcomes in Online Courses Using Machine Learning Techniques: A Review
Sustainability 2022, 14(10), 6199; https://doi.org/10.3390/su14106199 - 19 May 2022
Abstract
Recent years have witnessed an increased interest in online education, both massive open online courses (MOOCs) and small private online courses (SPOCs). This significant interest in online education has raised many challenges related to student engagement, performance, and retention assessments. With the increased [...] Read more.
Recent years have witnessed an increased interest in online education, both massive open online courses (MOOCs) and small private online courses (SPOCs). This significant interest in online education has raised many challenges related to student engagement, performance, and retention assessments. With the increased demands and challenges in online education, several researchers have investigated ways to predict student outcomes, such as performance and dropout in online courses. This paper presents a comprehensive review of state-of-the-art studies that examine online learners’ data to predict their outcomes using machine and deep learning techniques. The contribution of this study is to identify and categorize the features of online courses used for learners’ outcome prediction, determine the prediction outputs, determine the strategies and feature extraction methodologies used to predict the outcomes, describe the metrics used for evaluation, provide a taxonomy to analyze related studies, and provide a summary of the challenges and limitations in the field. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
Self-Reported Flow in Online Learning Environments for Teacher Education: A Quasi-Experimental Study Using a Counterbalanced Design
Educ. Sci. 2022, 12(5), 351; https://doi.org/10.3390/educsci12050351 - 18 May 2022
Abstract
Digitization in teacher education is currently being promoted, but the choice between face-to-face instruction and online learning environments remains challenging. Previous studies have documented ambivalent results regarding personal preference and academic achievement, and experimental investigations into attention comparing learning in these two settings [...] Read more.
Digitization in teacher education is currently being promoted, but the choice between face-to-face instruction and online learning environments remains challenging. Previous studies have documented ambivalent results regarding personal preference and academic achievement, and experimental investigations into attention comparing learning in these two settings are largely lacking. In this context, the present study adopts a counterbalanced design to compare different dimensions of student experience of flow in face-to-face settings and online learning environments. Two groups of students in teacher-training programs (n = 37) completed an EduFlow questionnaire at the end of the same interactive courses in the two different settings. The results indicate globally lower attention and engagement in the online environment, suggesting that in-person instruction induces better cognitive absorption, greater time transformation, and a stronger autotelic experience. While the findings represent a contribution to the discussion on how to best design online education, more research is needed to identify the specific mechanisms regarding attention and motivation that can impact flow in these two environments. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
How Does Supervision Technique Affect Research? Towards Sustainable Performance: Publications and Students from Pure and Social Sciences
Sustainability 2022, 14(9), 5696; https://doi.org/10.3390/su14095696 - 09 May 2022
Abstract
Supervision without effective monitoring and strategy planning can lead to zero output. The fear of productivity losses, combined with the horror of massively declining performance, has encouraged many leaders to increase their subordinates’ monitoring efforts. This article explores the techniques used by lecturers [...] Read more.
Supervision without effective monitoring and strategy planning can lead to zero output. The fear of productivity losses, combined with the horror of massively declining performance, has encouraged many leaders to increase their subordinates’ monitoring efforts. This article explores the techniques used by lecturers in managing their research and how they affect the outcome and performance. Some techniques might sound familiar while some will be new. Two sets of questionnaires were developed to investigate the relationship between techniques and performance. One set was distributed to 15 lecturers and the other set was distributed to 100 students from different fields to get input from them on the best supervision characteristics. Fourteen outputs were outlined to show the weight of techniques used by the lecturers. From the survey results, lecturers who applied more than three techniques were able to produce more than three graduating students and more than 20 publications. The aim of the study is to list the most effective techniques for sustainable supervision which lead to output production. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
A Schema-Based Instructional Design Model for Self-Paced Learning Environments
Educ. Sci. 2022, 12(4), 271; https://doi.org/10.3390/educsci12040271 - 12 Apr 2022
Abstract
Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, [...] Read more.
Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, schema-based design, and development processes and techniques for evaluating a learner’s acquired schema. By synthesizing empirical studies, this study comprehensively reviews literature on schema and foundational principles for learning. The goal of the study is to enrich the knowledge base of schema-based instructional design for different learning environments. Thus, the study is concluded by a discussion on how to utilize a schema-based instructional design for self-paced learning environments with additional implications and further recommendations. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
Sustainable Adoption of E-Learning from the TAM Perspective
Sustainability 2022, 14(6), 3690; https://doi.org/10.3390/su14063690 - 21 Mar 2022
Cited by 1
Abstract
This study investigates the imperative to adopt e-learning and how it influences educational process sustainability. For developing countries, adopting e-learning has always been a challenge because of the lack of mechanisms due to the resistance of teachers and students, low level of information [...] Read more.
This study investigates the imperative to adopt e-learning and how it influences educational process sustainability. For developing countries, adopting e-learning has always been a challenge because of the lack of mechanisms due to the resistance of teachers and students, low level of information and communication technology (ICT) literacy, and lack of ICT infrastructure. A quantitative research methodology was used by applying a hypothesized extended model of the technology acceptance model (TAM) for the adoption of e-learning. The factors were investigated by analyzing the intentions of 367 students and teachers. Data were collected through an online questionnaire. This study aims to identify the factors that influence students’ and teachers’ attitudes toward the adoption of sustainable e-learning and illustrate the moderating role of the mentality acceptance factor in the relationship between system trust and interaction, on the one hand, and PU and PEOU on the other. Findings of the study indicated that all TAM constructs significantly impact the BI of e-learning use. Additionally, the results showed that mentality acceptance substantially moderates the relationship between system trust and interaction, on the one hand, and PU and PEOU on the other. These findings suggest that educational institutions should focus on factors influencing teachers’ and students’ attitudes toward adopting and using e-learning services. Lack of internet connection, ICT skills, and technology capabilities are the main issues, and the main TAM constructs of all factors. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
SG-ACCORD: Designing Virtual Agents for Soft Skills Training in the School Context
Educ. Sci. 2022, 12(3), 174; https://doi.org/10.3390/educsci12030174 - 02 Mar 2022
Cited by 1
Abstract
This study focuses on the behavior of interactive agents and how to ground their implementation in psychology and cognitive modeling to capture fundamental psycho-pedagogical elements to deliver an effective competency-based training and assessment tool for teachers, trainers, and educators working in the school [...] Read more.
This study focuses on the behavior of interactive agents and how to ground their implementation in psychology and cognitive modeling to capture fundamental psycho-pedagogical elements to deliver an effective competency-based training and assessment tool for teachers, trainers, and educators working in the school context. The study describes the design and implementation of a Serious Game, “Attain Cultural Integration through COnflict Resolution skill Development” (SG-ACCORD), to develop and assess soft skills that are pivotal in educational working contexts (i.e., negotiation, effective communication, intercultural conflict management). The SG-ACCORD has been developed by applying a tailored methodology, namely the Educational Technology-enhanced Role-Playing, addressing two main facets: psycho-pedagogical (theoretical frameworks) and technological (production of artificial worlds based on computer-simulated models). The game is a single-player virtual role-play offering a series of scenarios reflecting the real-life experiences of teachers in which the role of interactions and human factors is crucial. It focuses on the simulation of a dialogue between two characters (an avatar controlled by a human player and a BOT computer-controlled counterpart), enacting interethnic conflicts between teacher and students within realistic school context scenarios. The SG-ACCORD represents a free, easily manageable, and flexible educational tool that can be used as a stand-alone resource and envisages an automatic feedback and debriefing system. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
Application of Fuzzy Analytic Hierarchy Process in Environmental Economics Education: Under the Online and Offline Blended Teaching Mode
Sustainability 2022, 14(4), 2414; https://doi.org/10.3390/su14042414 - 20 Feb 2022
Cited by 1
Abstract
This study used fuzzy analytic hierarchy process (FAHP) to evaluate students’ performance in an environmental economics course under the mode of online and offline blended teaching (OOBT). OOBT was a new teaching mode combining traditional offline teaching with online teaching platform, which could [...] Read more.
This study used fuzzy analytic hierarchy process (FAHP) to evaluate students’ performance in an environmental economics course under the mode of online and offline blended teaching (OOBT). OOBT was a new teaching mode combining traditional offline teaching with online teaching platform, which could improve students’ after-class learning efficiency and eliminate the limitations of traditional classroom teaching by using an online teaching platform. However, at present, the evaluation methods of OOBT students’ achievement have been scarce. Therefore, this article adopted FAHP to evaluate students’ performance under OOBT. The evaluated course was environmental economics. The results showed that FAHP was not completely dependent on students’ paper scores, and could evaluate students’ scores from group work, attendance, class discussions, and other aspects. The use of OOBT and FAHP led to overall improvement in students’ scores, the average score increased by 7.38, and 81.55% of students were in the middle grade. The case study showed that the integration of FAHP into OOBT could scientifically assign the weight of each evaluation index, make complex performance evaluation problems organized, and fully reflect the comprehensive quality of students. It could also understand students’ dynamics in time, and continuously optimize the course structure according to the feedback information. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis
Educ. Sci. 2022, 12(2), 101; https://doi.org/10.3390/educsci12020101 - 01 Feb 2022
Abstract
Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general [...] Read more.
Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1; March–May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020; T3: September 2020; T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
A Global Program-Educational-Objectives Comparative Study for Malaysian Electrical and Electronic Engineering Graduates
Sustainability 2022, 14(3), 1280; https://doi.org/10.3390/su14031280 - 24 Jan 2022
Cited by 1
Abstract
Outstanding academic achievement in the field of higher education is a source of pride for the university. The success of the university is measured not only by academic performance but also by the quality of graduates produced. In Malaysia, three major categories in [...] Read more.
Outstanding academic achievement in the field of higher education is a source of pride for the university. The success of the university is measured not only by academic performance but also by the quality of graduates produced. In Malaysia, three major categories in higher learning are identified: public, private, and foreign-branch universities. All engineering programs follow the requirements set by the Engineering Accreditation Council (EAC) on behalf of the Board of Engineers Malaysia (BEM). The programme educational objectives (PEOs) make up one of the elements that needs assessment for ensuring its continuity in line with the university’s mission and vision. A PEO comparative study on selected reputable electrical and electronic (EE)-engineering department universities was carried out based on the mapping of PEO attribute keywords. These attributes were then classified into either cluster, sharing, or uniqueness groups. The study compared the relevancy of each PEO statement suggested by stakeholders and other interested parties. The results from the PEO comparative study suggested that attributes on competency, ethics, professionalism, and leadership are given high priorities. However, the increase in demand for entrepreneurship-, multidisciplinary-, and soft skills should also be considered when reviewing the institution’s engineering curriculum. The uniqueness of such attributes will distinguish the EE-engineering graduates’ profession, marketability, and employability. PEO statements reflect the credibility and sustainability of a well-balanced graduate equipped with the right knowledge, skills, and values. Full article
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Article
Usefulness of Digital Serious Games in Engineering for Diverse Undergraduate Students
Educ. Sci. 2022, 12(1), 27; https://doi.org/10.3390/educsci12010027 - 04 Jan 2022
Cited by 1
Abstract
The use of educational digital games as supplemental tools to course instruction materials has increased over the last several decades and especially since the COVID-19 pandemic. Though these types of instructional games have been employed in the majority of STEM disciplines, less is [...] Read more.
The use of educational digital games as supplemental tools to course instruction materials has increased over the last several decades and especially since the COVID-19 pandemic. Though these types of instructional games have been employed in the majority of STEM disciplines, less is known about how diverse populations of students interpret and define the value of these games towards achieving academic and professional pursuits. A mixed-method sequential exploratory research design method that was framed on the Technology Acceptance Model, Game-Based Learning Theory and Expectancy Value Theory was used to examine how 201 students perceived the usefulness of an intuitive education game that was designed to teach engineering mechanics used in designing civil structures. We found that students had different expectations of educational digital games than games designed for entertainment used outside of classroom environments. Several students thought that the ability to design their own structures and observe structure failure in real-time was a valuable asset in understanding how truss structures responded to physical loading conditions. However, few students thought the educational game would be useful for exam (14/26) or job interview (19/26) preparation. Students associated more value with engineering games that illustrate course content and mathematical calculations used in STEM courses than those that do not include these elements. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
System-Cluster Technology of e-Learning Improvement under the Conditions of COVID-19
Sustainability 2021, 13(24), 14024; https://doi.org/10.3390/su132414024 - 19 Dec 2021
Cited by 2
Abstract
The paper defines the scientific provisions on the feasibility and effectiveness of using e-learning under conditions of quarantine restrictions related to the COVID-19 pandemic. It was proved that within the use of e-learning there has been a convergence between the scientific and methodological [...] Read more.
The paper defines the scientific provisions on the feasibility and effectiveness of using e-learning under conditions of quarantine restrictions related to the COVID-19 pandemic. It was proved that within the use of e-learning there has been a convergence between the scientific and methodological bases and the learning process itself, and new approaches to the general didactic and information content of e-learning courses within the education process have been formed. Modern platforms of e-learning are examined and a scheme involving the synchronous technology of e-learning was formed. Within the framework of the suggested learning platform, effective learning tools under conditions of quarantine restrictions were identified, the use of which allows the most successful solution of didactic tasks facing e-learning to be ensured on the basis of the everyday use of digital media and electronic devices for learning purposes. The fractal-cluster technology of an e-learning organization was suggested for an introduction. The functional dependencies on the forms and technologies of the educational process for the efficiency of higher education were obtained. The expediency of introducing fractal-cluster structures into the organizational component of the educational process was determined. Based on the tools of the fractal-cluster approach, a model of organization of the educational process in the information-entropy format was formulated. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic
Sustainability 2021, 13(23), 13055; https://doi.org/10.3390/su132313055 - 25 Nov 2021
Cited by 3
Abstract
Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the [...] Read more.
Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the higher education institutions adopted this approach. Therefore, it is crucial to conduct this study to gain insight into graduate students’ experiences in distance learning and to verify whether these experiences are linked to their achievements. The purpose of this study was to examine graduate students’ experiences toward online and distance learning during the COVID-19 pandemic in the academic year 2020–2021 and their academic achievement. A questionnaire was developed for this study and sent online to graduate students’ emails with the coordination of the College of Graduate Studies at a higher education institution in the UAE. The study received 138 responses. The data was analyzed using IBMSPSS-26. The findings of the study showed that graduate students’ level of Engagement, ease of Communication, and quality of learning Experience with online/distance learning were related significantly to their overall academic achievement. Full article
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Viewpoint
Artificial Intelligence and Its Role in Education
Sustainability 2021, 13(22), 12902; https://doi.org/10.3390/su132212902 - 22 Nov 2021
Cited by 4
Abstract
The objective of this study is to explore the role of artificial intelligence applications (AIA) in education. AI applications provide the solution in many ways to the exponential rise of modern-day challenges, which create difficulties in access to education and learning. They play [...] Read more.
The objective of this study is to explore the role of artificial intelligence applications (AIA) in education. AI applications provide the solution in many ways to the exponential rise of modern-day challenges, which create difficulties in access to education and learning. They play a significant role in forming social robots (SR), smart learning (SL), and intelligent tutoring systems (ITS) to name a few. The review indicates that the education sector should also embrace the modern methods of teaching and the necessary technology. Looking into the flow, the education sector organizations need to adopt AI technologies as a necessity of the day and education. The study needs to be tested statistically for better understanding and to make the findings more generalized in the future. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
Article
The Use of the Kahoot! Learning Platform as a Type of Formative Assessment in the Context of Pre-University Education during the COVID-19 Pandemic Period
Educ. Sci. 2021, 11(10), 649; https://doi.org/10.3390/educsci11100649 - 18 Oct 2021
Cited by 1
Abstract
The present study aims to display how using a personal assessment environment based on the interactive Kahoot! platform actively supports the teaching–learning process. The goal is to improve the instructive–educational process by applying a learning platform based on play and digital technology that [...] Read more.
The present study aims to display how using a personal assessment environment based on the interactive Kahoot! platform actively supports the teaching–learning process. The goal is to improve the instructive–educational process by applying a learning platform based on play and digital technology that favors a qualitative educational endeavor. The use of the Kahoot! platform as form of assessment had a significant and direct positive effect on the educational process during the COVID-19 pandemic. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Communication
Fall Detection with CNN-Casual LSTM Network
Information 2021, 12(10), 403; https://doi.org/10.3390/info12100403 - 29 Sep 2021
Cited by 2
Abstract
Falls are one of the main causes of elderly injuries. If the faller can be found in time, further injury can be effectively avoided. In order to protect personal privacy and improve the accuracy of fall detection, this paper proposes a fall detection [...] Read more.
Falls are one of the main causes of elderly injuries. If the faller can be found in time, further injury can be effectively avoided. In order to protect personal privacy and improve the accuracy of fall detection, this paper proposes a fall detection algorithm using the CNN-Casual LSTM network based on three-axis acceleration and three-axis rotation angular velocity sensors. The neural network in this system includes an encoding layer, a decoding layer, and a ResNet18 classifier. Furthermore, the encoding layer includes three layers of CNN and three layers of Casual LSTM. The decoding layer includes three layers of deconvolution and three layers of Casual LSTM. The decoding layer maps spatio-temporal information to a hidden variable output that is more conducive relative to the work of the classification network, which is classified by ResNet18. Moreover, we used the public data set SisFall to evaluate the performance of the algorithm. The results of the experiments show that the algorithm has high accuracy up to 99.79%. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
Designing a Collaborative Virtual Conference Application: Challenges, Requirements and Guidelines
Future Internet 2021, 13(10), 253; https://doi.org/10.3390/fi13100253 - 29 Sep 2021
Abstract
Due to the recent COVID-19 pandemic that has swept the globe, more people are working from home. People use synchronous applications to communicate remotely because they are not able to meet face-to-face. However, few research studies on the issues surrounding the virtual conference [...] Read more.
Due to the recent COVID-19 pandemic that has swept the globe, more people are working from home. People use synchronous applications to communicate remotely because they are not able to meet face-to-face. However, few research studies on the issues surrounding the virtual conference application, particularly those that include collaborative activities, have been conducted. The usability study recruited 16 participants (in four groups of four) to communicate synchronously while performing collaborative activities, such as drawing together on a shared screen. According to the findings of the usability study, users do not often use the collaborative tools provided by the current virtual conference application. This is due to low exposure and unfamiliarity with the use of collaborative tools. The findings also show that users frequently do not turn on the web camera due to several reasons, including privacy, connectivity issues, the environment, and background distraction. Turning on the web camera can also cause anxiety due to shyness in front of the camera. However, some participants prefer to turn on the web camera so that they can see each other’s reactions when performing collaborative activities. The article provides several guidelines to assist in the design of virtual conference applications, including a simple familiar intuitive interface to encourage the use of collaborative tools and also introduces the use of virtual avatars as a way to represent oneself during online meetings to allow affective sharing while respecting the privacy of its users. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft
Sustainability 2021, 13(19), 10817; https://doi.org/10.3390/su131910817 - 29 Sep 2021
Cited by 1
Abstract
Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This [...] Read more.
Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This poses a need for teachers who have not achieved this minimum requirement to re-skill and upskill themselves to the minimum competency level. Past studies have indicated that online gamification techniques have increased teacher competency levels. However, there has been a lack of studies that have investigated teachers’ language-teaching/learning competencies using online gamified learning. As such, this study aims to address this problem using experiential learning techniques on an online gamified platform, Classcraft. The online gamified learning module was developed using the Design and Development Research (DDR) methodology, and was conducted in the five-phase ADDIE Model (analysis, design, development, implementation, and evaluation). This paper seeks to brief the reader on the design and development process of this online gamified learning using Classcraft. The findings of the design phase were derived through the Fuzzy Delphi technique to acquire the experts’ consensus on the content of the module, and the appropriate gamification elements which ought to be included in the development of the module. The findings of the development phase, as agreed by expert consensus, were used to develop the online gamified learning module. Thus, the findings portrayed the enhancement of the competencies of the English Language teachers who used this online gamified learning with the integration of Classcraft. Full article
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Article
Bibliometric Analysis of Scientific Production on Nursing Research in the Web of Science
Educ. Sci. 2021, 11(9), 455; https://doi.org/10.3390/educsci11090455 - 24 Aug 2021
Cited by 1
Abstract
The fundamental pillars of nursing science—nursing care, management, and teaching and research—are in constant evolution. The adaptation of Spanish nursing to the European Higher Education Area has promoted nursing research. Over the past few years, several institutions have made official statements concerning the [...] Read more.
The fundamental pillars of nursing science—nursing care, management, and teaching and research—are in constant evolution. The adaptation of Spanish nursing to the European Higher Education Area has promoted nursing research. Over the past few years, several institutions have made official statements concerning the difficulty of finding teaching staff for university nursing degrees. This is closely linked to the production of research, given that minimum criteria must be met for university teacher accreditation. The goal of this study is to analyze scientific production in nursing, nursing research and teaching in The Web of Science in order to establish how this is progressing and to gain further insight into the field of academic nursing. A total of 34,497 documents were analyzed using the Bibliometrix software version 4.1.0. The results reveal an increase in nursing research over time. Most of this is published in English and mainly focuses on specific nursing areas, such as oncology or psychiatry. Spain occupies the eighth place worldwide in nursing research. In spite of this position, the data suggest that other factors are blocking the accreditation of university teachers of nursing in Spain. They also reflect the need to encourage nursing research in this setting in the future. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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Article
Factors Affecting e-Government Adoption by Dairy Farmers: A Case Study in the North-West of Spain
Future Internet 2021, 13(8), 206; https://doi.org/10.3390/fi13080206 - 05 Aug 2021
Cited by 2
Abstract
With the objective of assessing the farmers’ situation regarding the use of the ICT and their relations with the electronic government, a case study consisting in the realization of 34 face-to-face surveys was conducted between February and March 2020 in dairy farms in [...] Read more.
With the objective of assessing the farmers’ situation regarding the use of the ICT and their relations with the electronic government, a case study consisting in the realization of 34 face-to-face surveys was conducted between February and March 2020 in dairy farms in the region of Galicia (Spain). The sample was selected according to one of the most important online journals in the farming sector at a national level. From the census, we chose those farms considered most representative taking into account the main criteria: the level of PAC (Common Agrarian Politics) subsidies and milk production (litres/cow and year). The results show that the majority of the farmers used the internet, but on many an occasion, they were discontented in relation to the poor connection quality in their farms. In regard to the use of the electronic government for procedures related to their farms, many of them were able to perform them through the government website; however, there were procedures which the users defined as “complex” and which had to be outsourced to authorised entities. The results also show that the farmers do want to employ the e-government, mainly because of the time and cost saving; however, the current web pages do not meet the users’ expectations. Finally, this situation, applied to a region placed among the 10 most productive regions of milk, is comparable to what happens in other regions. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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