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Adoption of Blended Learning Using Rotation Model as an Enhanced Learning Modality in Tertiary Education: An Innovation Diffusion Theory Perspective

This study aims to determine the likelihood of adopting blended learning using the rotation model as an enhanced learning modality among college students in light of the innovation theory. The researcher utilized a quantitative design using a descriptive-correlational approach to examine factors like compatibility, simplicity, trialability, observability, relative advantage, cost, and behavioral intention in relation to blended learning adoption. A simple random sampling technique was utilized to gather 180 respondents. The study reveals a high level of adoption of innovation, the blended learning rotation model with the three main factors: compatibility, observability, and relative advantage. Users who are to adopt this innovation align well with the existing values and needs if they can see the benefits of using it and perceive it as superior to alternatives. On the other hand, factors such as simplicity and trialability do not seem to have a significant relationship with the adoption of blended learning using the rotation model. Addressing concerns related to cost is paramount to ensure widespread adoption. The findings highlight the relevance of considering these key factors when presenting innovations in educational settings. It proposed that efforts should be focused on ensuring that the innovation adopted is compatible with users’ needs, its benefits are visible, and it is perceived as advantageous compared to other options. This could involve training and support to help students and teachers understand the benefits and how to use the innovation effectively.

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Understanding Perceptions of Undergraduate Students on Academic Plagiarism

Plagiarism, as a type of academic misconduct, is a significant issue in higher education institutions and is described as the spreading of moral panic in academics. Prompted by concerns with the frequency of plagiarism, this investigation examined undergraduate students' perceptions of academic misconduct, forms of plagiarism, and the underlying causes of plagiarism among first- and second-year biology and chemistry majors at the University of Guyana, Turkeyen campus in 2018. The paper also presents students’ recommendations on how to best address the issue in the program. Although the findings of this study cannot be generalised, it was found that more than 90% of students who participated were acquainted with the interpretation of the terms academic misconduct and plagiarism but still plagiarized. Interestingly, the most prevalent form of plagiarism was found to be substituting the author's words with synonyms while maintaining the overall organization and meaning of the original work, and the most common cause of plagiarism was determined to be heavy assessment workload. According to this survey, students favoured penalties over grade loss when it came to avoiding plagiarism. Ultimately, the results reveal how conscious students are of academic integrity and strategies that could lower the quantity of plagiarism cases at the institution.

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AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

This study investigates the prospective of incorporating input hypothesis, output hypothesis, interaction hypothesis and metacognitive theory into the best practices of ChatGPT in foreign literature. The study used an online survey involving 146 Chinese internet users to examine opinions on the use of ChatGPT for foreign literature analysis and tasks. Specific skills enhanced by AI integration, such as critical thinking, nuanced comprehension, and advanced linguistic proficiency in foreign languages are discussed in the research. However, there were concerns about its ethical implications when used for literary purposes because it may lead to biases, wrong information and risks which include plagiarism. During the application of ChatGPT, it was emphasized that comprehensible input is crucial to ensure that AI provided content is both understandable and suitable to learners’ current proficiency level. Moreover, learners are encouraged to actively utilize ChatGPT as feedback as well as correction tool. Furthermore, this research allowed learners to engage in live communication through using ChatGPT as a speaking partner thereby negotiating meaning and getting instant feedback to support interaction hypothesis (IH). Underpinned by metacognitive theory, instructing learners to reflect on their learning process with the help of ChatGPT involves identifying areas of difficulty and seeking specific assistance, for example, learners may ask about linguistic doubts from chat GTP or test their understanding about certain concepts or vocabulary using it. In order to effectively integrate these hypotheses with metacognitive theories, interactive chat GPTs were designed which required learners’ involvement in comprehensible input generation of language, output meaningful interactions and reflection on learning process; reading or listening to foreign language content (input), responding or creating content (output), engaging in conversation (interaction) tasks are assessed for their comprehension and performance levels (metacognition).

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