ethanporcaro/eric-fulltext-meta huggingface dataset:
Middle School Students&apos; Information and Communication Literacy Deficits Study
Author: Avdeeva, Svetlana
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Information Literacy,Technological Literacy,Early Adolescents,Correlation,Rural Urban Differences,Access to Computers,Grade 9

Some results of the basic school (14 years old) students' information and communication competence (ICC) in the digital environment study are discussed. About 30,000 students (14 years old) took part in the study. Information and Communication Literacy is considered as the ability to use digital technologies to search, manage, integrate, evaluate and create information. It is one of the key competencies that all of basic school graduates should obtain. As the availability of digital technologies grows, the gap in the ability of students to use them productively becomes more and more noticeable. The study identifies the actual students' information and communication competencies deficits at the stage of middle school completion. Performance-based online Information and Communication Literacy test (ICL-test) was the main research tool of the study. An attempt was made to determine to what extent the level of students' ICC is related to the work of the school, and to what extent it depends on the extracurricular environment. The results of the study indicate a strong connection between the ICC of ninth graders and their out-of-school environment and a weak connection with the work of the school. The reasons for the insufficient level of the ICC in a significant part of the graduates of the basic school are discussed and recommendations for its increase are proposed. It was found that ICL-test is a reliable online instrument to measure students' information and communication competence.
How Does the Use of Open Digital Spaces Impact Students Success and Dropout in a Virtual University?
Author: Sylla, Khalifa
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Dropout Rate,Virtual Universities,Undergraduate Students,Foreign Countries,Educational Attainment,In Person Learning,Access to Education,Comparative Analysis,Technical Assistance,Student Attitudes,Internet,Graduation,Test Preparation,Educational Facilities,Access to Computers,Human Resources

Virtual universities have developed considerably over the past decade, particularly on the African continent. They provide a way to deal with the considerable need to educate a large young population, but the lack of physical space can be a drawback that prevents students from succeeding and increasing dropout compared to a more traditional face-to-face university. To limit these issues, some virtual universities have been opening Open Digital Spaces (ODS) to complement the virtual space and offer students a place where to work and solve pedagogical, technical or administrative issues. However, it is unclear how students actually make use of these ODS and which uses can be beneficial or detrimental to their success and limit dropout. In this paper we lead an exploratory study of the results of a large-scale digital survey in a major African Virtual University (N=2392 answers) to identify factors in the use of Open Digital Spaces (ODS) that have an impact on students' success and dropout. We analyzed the data using multiple Chi-Square tests of independence. Results indicate that students who visit ODSs more during the 2 weeks before an exam or only when it is mandatory are statistically less likely to succeed, contrary to students who come to work in groups or for the internet access who are more likely to succeed. Conversely, students who do not see the value of ODSs for learning and who visit only when mandatory are more likely to dropout, contrary to students who come when they have a pedagogical need or to work in groups who are less likely to dropout. Some factors particularly impact first year university students, highlighting the need to make them understand which use of the ODS are relevant to increase their chances to graduate.
Secure Dematerialization of Assessments in Digital Universities through Moodle, WebRTC and Safe Exam Browser (SEB)
Author: Sylla, Khalifa
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Virtual Universities,Computer Assisted Testing,Educational Technology,Learning Management Systems,Videoconferencing,Automation,Artificial Intelligence,Assessment Centers (Personnel),Internet

This paper deals with a solution allowing digital universities to extend the functionalities of their distance learning platform to offer a secure solution for the dematerialization of assessments. Currently we are witnessing the rise of digital universities, this is the case in Africa, particularly in Senegal. We are witnessing strong growth in the number of students, in a context of extension and diversification of training offers. This is the case of the Virtual University of Senegal (UVS), the number of students has increased from 2,000 students in 2013, the year of its creation, to 50,000 in 2021. It offers 13 licenses and 30 courses of training. With these large numbers, the organization of assessments in these universities becomes more and more tedious. Taking the example of the UVS with 50,000 students and 30 training courses, we will have to deploy millions of exams copies due to one copy per candidate. These universities have digital campuses (connected campuses) or Open Digital Spaces (ENO) which make it possible to organize face-to-face evaluations on the table. This organization has several disadvantages, on the one hand, the management of the proofs and the correction of the copies require the mobilization of human and financial resources; on the other hand, the risks of errors, reports and authenticity of the notes. In this article, we propose a secure system for managing online assessments in digital universities based on LMS Moodle, SEB and remote monitoring with the JITSI video conferencing system. The solution will allow universities to optimize human and financial resources and make assessment results more reliable.
Qualitative Indicators in the E-Learning Environment
Author: Biškupic, Ivana Ogrizek
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Online Courses,Educational Quality,Educational Indicators,Learning Management Systems,COVID-19,Pandemics,Instructional Materials,Course Content,Higher Education,Quality Control,College Students,Student Attitudes,Student Experience

Through preliminary analysis of the e-learning platforms authors have tested the presumption that during pandemics the quality of online teaching and accessibility of learning materials in online environment has increased. Relevant literature for the time period of pandemic points out numerous problems in teaching, but on the other hand technical and pedagogical advances in e-learning process for all stakeholders. The research has been consisted of the quantitative indicators analysis within the e-learning system for the time period of several academic years (before and during the pandemic) and based on the survey on students EQF level 7 who already had some previous experience in e-learning at higher education level before situation with pandemic. The results indicate that students perceived very little increase in the quantity and quality of the learning materials. The research indicated a need for wider and further institutional support for teachers and students. The institutional support should encourage teachers in their motivation for achieving quality in e-learning performance regarding instructional design and also by building up their digital competences. The results have also pointed the fact that the models from the traditional environment, such as Course Quality Management model should be adapted and integrated in the e-learning environment in order to maintain quality assurance in e-learning performance.
The Success Factors of the Digital Transformation of Higher Education Institutions: The Experience of Hassan 2 University of Casablanca (UH2C) in Morocco
Author: Babou, Birahim
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Educational Change,Foreign Countries,Universities,Educational Practices,Technology Integration,Distance Education,Learning Management Systems,Videoconferencing,Needs Assessment,Information Security

This paper reviews the success factors of the digital transformation of higher education institutions based on the experience of Hassan 2 University of Casablanca (UH2C) in Morocco, which is the second largest university in the country. This work is based on the good practices implemented in the university's digitalization strategy during the COVID-19 pandemic. In order to run all the courses online and allow students to properly follow their lessons, the implementation of a robust and secure system is essential. This paper will take stock of the technical infrastructure of the university which has enabled it to support approximately 130,000 users, then the identification of all the services whose university needed to do its distance learning courses well and a proposal for the new system with the minimum of services that users will need to deliver and follow quality lessons.
Students Perceptions toward Online Learning during COVID-19 Lockdown at Nkurenkuru Campus of the International University of Management (IUM), Namibi
Author: Waiganjo, Iyaloo N.
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Online Courses,COVID-19,Pandemics,School Closing,College Students,Electronic Learning,Educational Technology,Social Media,Learning Management Systems,Barriers,Program Effectiveness

This study intended to analyze IUM Nkurenkuru student's perceptions on the use of e-learning during the COVID-19 lockdown. The study employed a quantitative methodology whose data was collected from a sample of 115 respondents, using the Google form which was sent to students via WhatsApp application. Probabilities value was used to analyze how students' confidence influence e-learning use by the students. The findings indicated that WhatsApp and learning management system (LMS) platforms were the most used by students to access educational materials and tutorials. Students faced more challenges using e-learning. The study concluded that the education sector, ICT sector, community, and other education stakeholders should corroborate to enhance and encourage online learning to achieve successful online learning.
The Impact of a Social Robot&apos;s Voice on Children&apos;s Learning
Author: Wang, Hsiu-Feng
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Robotics,Outcomes of Education,Learning Processes,Student Motivation,Attention,Relevance (Education),Self Esteem,Preferences,Teaching Methods,Instructional Design,Interaction,Rural Schools,Audio Equipment,Foreign Countries,Video Technology,Interaction Process Analysis,Elementary School Students

This study employed a single factor experiment to investigate how different voices from a social robot affect the learning outcomes and motivation of 46 children. The learning motivation for the participants was measured using the ARCS questionnaire, which tested for four subcategories: attention, relevance, confidence, and satisfaction. The results showed that a social robot's voice significantly affected children's motivation to learn, with the children preferring a social robot with a child's voice. However, the voice of a social robot exhibited no significant impact on their learning outcomes. The findings of this experiment are of value to those involved in designing children's learning material that uses social robots and to those who work on interaction design with children.
Designing a Gamified Web Application for Training Academic Reading Skills
Author: Dovhaniuk, Ella
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Gamification,Electronic Learning,Reading Instruction,Reading Skills,College Students,Foreign Countries,Student Motivation

In this paper, we present didactical, technical, and interaction design aspects of a learning environment for training academic text reading skills in higher education that is currently being developed. The concept is built on experience gained from a gamified learning environment for academic abilities in the domain of German orthography standards. It uses spaced repetition for skill training instead of just memorizing facts and maintains user models that allow for adaptive task selection using expert-designed skill lists and task-skill allocations. Gamification components such as levels and ranks have been incorporated to boost motivation. Only 19% of users (n=121) ceased using the application when they reached the minimum obligatory goal in homework assignments, indicating that the motivational effects work for the target group. The foundation for transferring these experiences to a new domain is laid by analyzing academic reading skills and competencies to be trained. In the design phase, task categories, interface mockups, and gamification mechanisms for the envisioned web application have been sketched, and it will now be implemented as an open-source application.
Physical Computing Systems--A Systematic Approach
Author: Schätz, Eric
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Teaching Methods,Educational Improvement,Computer Science Education,Technology Integration,Instructional Design,Information Science Education,Technological Literacy,Lesson Plans,Programming,Computer Software,Computer Peripherals,Elementary Secondary Education,Foreign Countries

As we talked with school teachers about the use of physical computing systems in class, one major drawback of these systems became obvious: almost nobody--next to enthusiastic autodidacts--has been able to tell us on an abstract basis for which educational purposes a certain physical computing system can be used, i.e. in a goal-oriented way. This insight lead to the approach to structure the field of physical computing systems with the overall goal to make it easier for teachers to improve their lectures due integrating physical computing systems into computer science education. The aim of this paper is to structure the field, to find categories and to show how existing devices can be integrated into the founded structure.
AI Supported Emotions Analysis: A System to Promote Engagement in Digital Learning
Author: Monterubbiano, Lucio
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Artificial Intelligence,Emotional Experience,Psychological Patterns,Learner Engagement,Electronic Learning,Attention,Multimedia Materials,Nonverbal Communication,Student Satisfaction,Cognitive Style,Instructional Design

The paper presents a system of emotions and attention analysis during e-learning multimedia contents consumption. The paper wants to explore the possible connections between facial expressions and user engagement while consuming multimedia e-learning courses such as tutorials, on-line quizzes and learning games. If a relevant connection emerges we will be able to better understand the attendant satisfaction and enhance the learning experience.
Enhancing Online Learning Focusing on the Relationship between Gaze and Browsing Materials
Author: Takeuchi, Hironori
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Distance Education,College Faculty,College Students,Attention,Synchronous Communication,Feedback (Response),Seminars,Eye Movements,Videoconferencing,Foreign Countries

Online synchronous classes and seminars are increasing in universities along with the outbreak of COVID-19. Since the online classes are not in-person condition, it is difficult for a teacher to monitor the learners. In the field of distance education, the need to support learner's concentration has been identified. More effective methods adapted to online classes in universities should be discussed. In this paper, we focus on the teacher's and learners' attention to the material in online real-time classes. We then propose a system that provides feedback on the differences in learners' gaze in order to improve the followability of learners. The proposed system assumes an online environment using Microsoft Teams PowerPointLive and acquires the &quot;gazing point&quot; at every slide-material and &quot;page change history&quot; of the teacher and learners. The results of using the proposed system suggest that it can improve the learner's followability to the teacher.
Using Markov Chain on Online Learning History Data to Develop Learner Model for Measuring Strength of Learning Habits
Author: Tran, Tuan M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Markov Processes,Learning Processes,Models,Scores,Outcomes of Education,Accuracy,Prediction,Learning Analytics,Student Characteristics,Distance Education,Student Evaluation,Learning Management Systems,Profiles,Online Courses

A learner model reflects learning patterns and characteristics of a learner. A learner model with learning history and its effectiveness plays a significant role in supporting a learner's understanding of their strengths and weaknesses of their way of learning in order to make proper adjustments for improvement. Nowadays, learners have been engaging in online learning frequently and intensely, leaving behind tremendous learning history data that contain informative insights about the learners' learning patterns. This paper proposed a method for developing learner models by applying the Markov chain to learning history data. Our method transforms individual learners' resource use data in a learning course into a large amount of resource use sequences, then develops a Markov learner model, and generates the resource use steady state for each learner. The resource use density, the resource steady state, and the assessment scores of individual learners tell their learning patterns and the effectiveness of the learning patterns. From the Markov learner model, we generate a learner profile for describing learning patterns and an index for measuring the strength of learning habits of the learner. We verified our method by applying it to each course in the OULAD dataset to predict the learning performance using the index. The preliminary results gain up to 97% accuracy on the pass/fail prediction problem.
Using E-Study Materials to Promote Mathematics Self-Learning at University
Author: Vintere, Anna
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Electronic Learning,Educational Technology,Independent Study,Study Habits,Mathematics Education,Computer Assisted Instruction,Testing,Opinions,Knowledge Level,Skills,Academic Achievement

At present, issues of the education system and quality improvement are topical in the whole world. Today, universities need to be prepared to offer young people education that makes them competitive in these new working conditions. When considering development of the education, they shall understand necessity of changing both content and form of the studies. As today's youth grow in an era of digital technologies and is dwelling in a virtual environment, they increasingly are demanding flexible study format that complies with their usual habitat. Therefore, the main task of universities and other higher educational establishments at this time of change is to develop intellectual skills, exploratory research attitudes and build ICT skills in a new specialist. Mathematical study programs and didactics need to be improved on the basis of ICT (paying more attention to the application of mathematics, including using ICT), creating modern technology-based learning materials and ensuring the Internet access. In order to increase students' responsibility for the learning process and to promote the ability to independently acquire knowledge, skills and abilities, it is necessary to create the preconditions for self-directed learning in higher education institutions, that is, students themselves participating in setting the purpose of studies, planning the acquisition of the subject, presentations, and evaluating their work together by agreeing on final assessment with the assessment of peers and teachers. As known, e-studies and self-assessment tests are the basis of self-directed learning. Therefore, the purpose of this research is to determine the use of various e-study materials in the learning of a mathematics course, as well as the importance of tests in the self-assessment of mathematical knowledge and skills. The findings of this study include the analysis of the usage of e-study materials and tests for assessing students' mathematical knowledge and skills, as well as determination of the importance of self-assessment tests in the learning of a mathematics course, based on the students' opinion.
The Future of Teaching and Learning: Face to Face, Hybrid, and Online Instructional Delivery Models
Author: Hatcher, John W., III
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: In Person Learning,Blended Learning,Online Courses,Instructional Development,Student Attitudes,Student Needs,Graduate Students,Masters Programs,Preferences,Educational Trends,Instructional Design,COVID-19,Pandemics

This research study explores nuances to instructional delivery models beyond the COVID-19 pandemic. A case study that examines the redesign and reimagining of a graduate course to fit the diverse needs and preferences of students. This research was intended to provide insight into the possibilities of redesigning and reimagining graduate level courses for a master of education in educational leadership program at a state university in Louisiana. The research team engaged this case study in order to address the needs of current and prospective students regarding face to face, hybrid models, and online options for course delivery. This case study documents efforts to redesign and reimagine courses using instructional delivery models that meet the diverse needs and preferences of students and potential graduate candidates. While this case study has implications for instructional delivery at every level of education it is a work in progress. It begins to shed light on how graduate programs and course delivery will continue to evolve beyond the COVID-19 pandemic and well into the future.
A Digital Educational Game for Practicing OER
Author: Ali, Lubna
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Open Educational Resources,Game Based Learning,Computer Games,Technology Uses in Education,Teacher Education,Multiple Literacies,Educational Technology,Foreign Countries,Online Courses,Web Based Instruction,Certification

Making education available to everyone is about opening new doors to the future world where people are living with their full abilities and potentials. This vision was acknowledged by UNESCO and it was one of the main motives for introducing Open Educational Resources (OER) in 2002. Over the last two decades, OER have made a positive impact on spreading quality educational information. However, the lack of experience in using and practicing OER is one of the common reasons why people have difficulties utilizing OER without violating copyright laws. To overcome this problem, a workshop concept was designed in order to qualify educators for OER. As part of the workshops, a digital educational game has been developed to elevate the participants' motivation and engagement. The game covers all basic aspects of the OER cycle (creating, editing, using, and distributing OER) and is designed to be played within the practical sessions. By implementing this game and utilizing the concept of Game-based Learning (GBL), we wanted to provide an interactive learning environment to practice OER and motivate learners to explore the OER world. In this paper, we present the concept of the game and demonstrate its technical foundation as well as its functionalities.