Educational Technology Course Research Articles

Considerations for adapting higher education technology courses for AI large language models: A critical review of the impact of ChatGPT

Following the very recent launch of the ChatGPT chatbot, numerous comments and speculations were posted concerning the potential aspects of society that are expected to benefit from this AI revolution. In particular, the education sector is considered as one of the primary domains affected by this application, the impact of which remains yet to be fully understood. Furthermore, many Higher Education institutions are required to get to terms with its impact on teaching and learning, and to clarify their stances on the use of ChatGPT software. This study was developed to investigate some critical case studies considered as relevant to the inevitable re-evaluation of educational aspects needed, ranging from academic missions to student and course learning outcomes and its ethical uses. Following a review of some of the pros and cons of ChatGPT in the higher educational sector, this paper shall demonstrate several case studies of early trials in teaching and learning assessments related to various specializations. Next, the ability of some well-known AI detector software and analyzed in terms of their capacity to successfully detect AI-generated content. Analysis shall be made of the foreseen impact on important aspects including challenges and benefits related to its use in course assessments as well as academic integrity and ethical use. The study concludes with a set of recommendations made from our findings and benchmarks obtained from top universities in order to assist faculty members and decision makers at Higher Education institutions concerning their response strategy and use of ChatGPT.

Construction of Outdoor Adventure Education Courses to Develop Psychological Resilience for University Students

Background and aims: Most schools only pay attention to the cultivation of students' bodies, knowledge, and skills, but neglect the development and training of university students' psychological skills. When university students exhibit some psychological problems, often will be given to students' mental health education centers to solve, due to the student's mental health education center teachers and the site being more limited. This study aims to evaluate the impact of outdoor adventure education courses on the psychological resilience of university students. Materials and methods: The researchers used an experience-based learning circle model, incorporating The Resiliency Wheel, Full value contracts, and guidance techniques. Using quantitative studies, interviews, and experimental data, participants were divided into two groups: the experimental group and the control group. The effect of the adventure education course as an 8-week intervention was studied using the psychological resilience Scale. Data were analyzed using a t-test and one-way ANOVA. The experimental group scored higher than the control group in the total scores of psychological resilience and the three components (tenacity, strength, optimism), and these results were statistically significant. Further, the experimental group shows marginal positive changes in the total resilience scale and its three dimensions in terms of effect size. The designed adventure education courses significantly improve the psychological resilience of university students. Results: The results found that the psychological resilience level of university students was significantly improved after the intervention, and the scores in the dimensions of tenacity, strength, and optimism significantly increased after the intervention. through the research of this paper, we can expand the analytical perspective of psychological resilience and provide a new way of thinking for the improvement of the psychological resilience of university students. Conclusion: The content of previous interventions on psychological resilience and the factors affecting psychological resilience, applying the concept of the psychological resilience wheel to this course, And the full value contract, guide technology, and outdoor adventure education courses are fully combined and designed.

중국의 2017 개정 일반 고등학교 1학년 기술 교과서 체제 분석

Objectives The purpose of this study is to figure out the actual situation of the amount of learning, emphasis, teaching content, and teaching strategies of the required content of the general high school technology education courses in China by analyzing Chinese 2017 revised general high school first-grade technology textbooks. Methods In this study, the external and internal structures of textbooks were analyzed using the content analysis method and the descriptive research method. In the external structure of the textbooks, the layout, the total num-ber of pages in a large unit, and the number of illustrations were analyzed, and in the internal structure, the struc-ture of the content organization of each unit of the textbooks, the fields of content composition, and the weight of each field were analyzed. Results Chinese 2017 revised general high school first-grade technology textbooks were analyzed and evaluated for their external structure (the layout, the total number of pages in a large unit, and the number of illustrations) and internal structure (the structure of the content organization of each unit, the field of content composition, and the weight of each field). Finally, by comparing Chinese 2017 revised first-grade general high school technology textbooks with Korean 2015 revised general high school technology textbook, insights are drawn from the fea-tures that Korean technology textbook itself does not possess. Conclusions First, Chinese 2017 revised general high school first-grade technology textbooks, as compulsory textbooks, has achieved positive results in terms of facilitating school use and management, guaranteeing teach-ers' professionalism and learners' right to quality learning, and conforming to the orientation of the high school credit system. Second, in order to cultivate technological competence, the core strength of future human re-sources required by the Fourth Industrial Revolution and the hyper-connected society, the amount of learning content in Chinese 2017 revised first-grade general high school technology textbooks is about two times more than that in Korean general high school technology textbook. Third, most of Chinese 2017 revised first-grade technology textbooks are developed through the process of “large unit introduction, medium unit introduction, small unit (introduction, deployment, and organization), medium unit organization, and large unit organization”. Fourth, in Chinese 2017 revised first-grade technology textbooks for general high schools, the main organizing factor of the teaching content is design technology (drawing technology, model making), which focuses on the design of technological products.

The impact of an online technology course on pre-service teachers’ technological knowledge: Strategies and design

This study investigated how pre-service teachers’ technology integration knowledge changed as a result of participating in an online educational technology course for a semester in the Fall of 2020 and the Spring of 2021. The pre-service teachers’ technology integration knowledge development was assessed through their self-reported technological pedagogical content knowledge (TPACK). A total of 194 participants completed a validated TPACK pre- and post-test survey. The results of multilevel modeling analysis suggested that the participants had significant gains in all TPACK domains. Strategies used in designing the online educational technology course were examined for their contribution to pre-service teachers’ TPACK development. Educational technology-based course included activities that facilitated the integration of the components of TPACK framework through peer interactions, lesson planning, and peer feedback. The findings have implications for future research and provide guidance for the design of effective online learning environments to improve pre-service teachers’ technology integration knowledge.

Empowering Future Educators: Leveraging Openness by Design when Integrating Technology in Teacher Education Programs

Teacher educators who design and teach educational technology courses have an important role to play in developing thoughtful approaches to using educational technology in teaching and learning through the development of digital literacies that make use of accessible, meaningful, and pedagogically appropriate technology. Several researchers have argued that K-12 teachers are well suited to both adopt and develop aspects of open education by growing awareness of open educational resources and practices. This paper aims to articulate the potential, gaps, and opportunities for teacher educator programs to bring aspects of open education into teacher training. Based upon a small survey with students in a teacher education program in British Columbia Canada, gaps in knowledge among teacher candidates are identified and reflections from participants provides motivation to consider how open educational resources and practices might be further integrated into teacher education programs. Kahle’s (2008) design philosophy approach is recommended and discussed based on the results with a focus on using technology to prioritize openness that aligns well to prominent themes in teacher education programs.

The Degree of Availability of University Life Skills among Students of Educational Technology Courses at Al al-Bayt University from their Point of View

This study aimed to identify the degree of availability of university life skills among students of educational technology courses at Al al-Bayt University from their point of view. The study population consisted of all students of educational technology courses in the first semester of the academic year (2022/2023), while the study sample was a stratified random sample, whose number was (515) male and female students. To achieve the objectives of the study, the descriptive approach was used, by using a questionnaire as a tool for the study, and it consisted of six domains with a total of (54) paragraphs. The results of the study showed that the degree of availability of university life skills among students of educational technology courses at Al al-Bayt University was moderate, and also showed that there were no statistically significant differences at the significance level (α≤0.05) in the life skills acquired by students of educational technology courses due to the gender variable, and that there are statistically significant differences at the significance level (α≤0.05) in the life skills acquired by students of educational technology courses due to (year of study and university grade).

Kahoot! in the classroom: Examining the impact of a game-based student response system on pre-service teachers’ academic achievement and perceptions

ABSTRACT Kahoot!, a game-based student response system, is increasingly being incorporated into classrooms to maintain student engagement, improve classroom dynamics, and enhance learning outcomes. However, empirical studies exploring how using Kahoot! affects university students’ learning, particularly in China, are scant. This exploratory, one-group, mixed-methods study investigates the effects of Kahoot! usage on pre-service teachers’ academic achievement and perceptions within a Modern Educational Technology course in China. The results reveal that integrating Kahoot! into the course appears to positively impact students’ test scores. Pre-service teachers maintain positive perceptions of using the tool in terms of its perceived learning effect, expected outcome, entertainment, engagement, and competition. Furthermore, the majority of pre-service teachers would like to use Kahoot! for future learning and teaching. The study underscores the potential of Kahoot! to improve pre-service teachers’ learning outcomes, providing implications and recommendations for future practice and research.

Strategies for the design and implementation of interdisciplinary courses in new engineering education

Strategies for the design and implementation of interdisciplinary courses in new engineering education

Entrepreneurship Skills Preference among Undergraduates’ Technology Education Students for National Development during COVID-19 Pandemic

During covid-19 social distancing requirements makes limited in class teaching. To respond to these changes there has been a rapid uptake in remote and digital learning entrepreneurship education methods. This study analyzes the Entrepreneurship skills preference among undergraduates’ technology education students for National Development during covid-19 Pandemic. The study adopted for the study is survey research. The area covered in this research work is undergraduate technology education students offering technology education courses. The population for the study consists of 200 undergraduate students’ technology education students. All the 200 undergraduate technology students were participants. Descriptive statistics and Inferential statistics were used to answer the research questions with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant. The result indicated that there was no significant difference in the mean rating of male and female on entrepreneurship skills preference among undergraduate technology education students for national development during covid-19 pandemic. The study concluded that various Problem influencing the preferred entrepreneurial skills by students during COVID-19 Pandemic. The study recommended that students should embrace entrepreneurial skill that cannot be restricted by any crisis.

The Impact of Mobile Learning on Students’ Attitudes towards Learning in an Educational Technology Course

As technology has explosively and globally revolutionized the teaching and learning processes at educational institutions, enormous and innovative technological developments, along with their tools and applications, have recently invaded the education system. Using mobile learning (m-learning) employs wireless technologies for thinking, communicating, learning, and sharing to disseminate and exchange knowledge. Consequently, assessing the learning attitudes of students toward mobile learning is crucial, as learning attitudes impact their motivation, performance, and beliefs about mobile learning. However, mobile learning seems under-researched and may require additional efforts from researchers, especially in the context of the Middle East. Hence, this study’s contribution is enhancing our knowledge about students’ attitudes towards mobile-based learning. Therefore, the study goal was to investigate m-learning’s effect on the learning attitudes among technology education students. An explanatory sequential mixed approach was utilized to examine the attitudes of 50 students who took an educational technology class. A quasi-experiment was conducted and a phenomenological approach was adopted. Data from the experimental group and the control group were gathered. Focus group discussions with three groups and 25 semi-structured interviews were performed with students who experienced m-learning in their course. ANCOVA was conducted and revealed the impact of m-learning on the attitudes and their components. An inductive and deductive content analysis was conducted. Eleven subthemes stemmed out of three main themes. These subthemes included: personalized learning, visualization of learning motivation, less learning frustration, enhancing participation, learning on familiar devices, and social interaction, which emerged from the data. The researchers recommended that higher education institutions adhere to a set of guiding principles when creating m-learning policies. Additionally, they should customize the m-learning environment with higher levels of interactivity to meet students’ needs and learning styles to improve their attitudes towards m-learning.

Essential competences contribution of the S2-PTE course in Universitas Negeri Yogyakarta to work competence

This study aims to determine the essential competencies contribution of each vocational course and engineering course in the curriculum to the competence needs of education, training, and engineering work in the electrical power competencies. The research was carried out using a goal-oriented evaluation approach. The object of this research is to the essential competencies of the electrical engineering education Master Program's courses at Universitas Negeri Yogyakarta, including engineering and vocational education courses. Data collection used a questionnaire, then analyzed descriptively. Furthermore, it was presented in the form of categorical data and graphs. The research results show that each essential competence contributes 70.0% to electrical education and training jobs. Referring to the Indonesian National Work Competency Standards, each essential competency contributes more than 66.7%. Thus it can be concluded that the essential competencies of the electrical engineering education Master Program's courses in Universitas Negeri Yogyakarta have contributed to the electricity sector jobs.

Understanding Motivational Differences through the Lens of Gamification User Types

In the context of an educational technology course, teacher candidates completed Marczewski’s User Types Hexad Test, a questionnaire based on a typology for classifying both intrinsic and extrinsic motivational tendencies. The test results showed teacher candidates' motivational tendencies, through indicating their resonance with six different User Types, including Socializers, Free Spirits, Achievers, Philanthropists, Players, and Disruptors. Knowing their User Type allowed teacher candidates to reflect on their own personal motivations to use various types of digital tools, as well as to consider how their peers and their students with different user profiles may be motivated differently than themselves. The main research questions in this study were related to discovering the motivational differences present in a group of teacher candidates, and whether knowing about these differences would empower them to acknowledge differences in motivation among their learners. The findings include teacher candidates’ understandings of the importance of differentiating for motivational tendencies through insight, relationships, and effective teaching, as well the different language teacher candidates use to describe their own developing teacher identity, according to their resonant User Types. These data provide examples of how User Type awareness can help teacher candidates take practical steps toward differentiating instructional design based not only on consideration of learners’ abilities and interests, but also on learners’ motivational profiles. Suggestions for language that would resonate with various User Types is presented, and may help teacher educators as they coach pre-service teachers through their identity development.

Effectiveness of Online Pedagogy of welding Skills during the COVID-19 Period: A Systematic Review

Online learning was created as a result of the huge industry disruption that occurred in March of 2020. Online education presented unique difficulties for learning in an entirely virtual setting with a concentration on psychomotor skill development, calling into doubt its efficacy. Finding a practical replacement for lab-based hands-on activities and group or team-based learning experiences was extremely difficult for technology education. This study compares the COVID-19 time to the pre-COVID period to assess how effective online teaching and learning experiences were in technology-based education. Just 20 randomized controlled trial publications, out of which 15 studies were used in the meta-analysis, were included in the review after an electronic search of the literature. Using Review Manager 5.3 to examine the data, Cochrane’s 2 test and I2 were used to determine heterogeneity. The meta-analysis shows a very reliable sensitivity analysis and a substantial pooled effect size of (SMD = 4.49 @ 95%, CI = 2.37 – 3.63 @ p.00001) from the test scores in favor of the experimental group. The results of the included studies’ sub-item achievement test results reveal a statistically positive difference in every category of welding skill tested. Studies demonstrating the effectiveness of online pedagogy in the covid era are the source of the current statistics. These results point to the need for additional investigation into the development of psychomotor skills in other technology education courses.

In Their Own Words: Student Perceptions of Technical Poetry Writing in Discipline-Specific Undergraduate Engineering Courses: Opportunities and Challenges

Although some studies have incorporated poetry into engineering courses, no studies exist that explore the use of writing poetry about technical topics to develop creative thinking skills in undergraduate engineering education. This study explores engineering students’ perceptions of incorporating poetry writing within an upper-level discipline-specific engineering course. Two research questions are considered: (RQ1) Do students think that the poetry assignments will be beneficial to their careers? (RQ2) What beneficial gain, if any, do students report from the poetry assignments? Sixty-one students from an industrial and systems engineering course at the University of Florida completed a four-question, open-ended survey. Data were qualitatively coded and analyzed. For RQ1, 63.3% of participants considered the assignment beneficial to their future engineering careers, 13.3% did not see it as beneficial, and 23.3% were uncertain. For RQ2, 11 code categories and four themes emerged; three themes addressed benefits related to professional skills (creative thinking, problem-solving, communication) and one theme suggested the enhancement of technical skills via deepened conceptual knowledge acquisition. Poetry writing on technical topics has the potential to cultivate creative thinking skills in upper-level discipline-specific courses in undergraduate engineering education. Additional research is warranted. Funding: This work was supported by the University of Florida Creative Campus Program as well as The Cottmeyer Family Innovative Frontiers Faculty Fellowship awarded to E. Akçalı. Supplemental Material: The e-companion is available at https://doi.org/10.1287/ited.2023.0284 .

Technology in Language Education Course: Operationalizing TPCK in Preservice Language Teacher Education

This study examines the experiences and attitude of the first cohort of students who took a discipline-focused educational technology course in a teacher education institution. This course, Technology in Language Education, utilize Technological, Pedagogical, Content Knowledge (TPCK) framework to train 107 preservice teachers to utilize and innovate with technological tools. The results of the post-evaluation questionnaires answered by 58 of these preservice teachers suggest the achievement of both the program and course learning outcomes. In the follow-up surveys conducted after practicum and during their first year of teaching, evidence of knowledge and skill transfer were expressed. Furthermore, lesson plans evaluated using Harris, Grandgenett, and Hofer's (2010) TPACK-Based Technology Integration Rubric imply the students' fulfillment of the learning outcomes of the course.

Interest in Students' Entrepreneurship Building Engineering Education Program

The purpose of this study to determine the interest in entrepreneurship and factors inhibiting entrepreneurship for students. The study was conducted on Education courses State University Of Medan Building Engineering, Faculty of Engineering in 2019. The research method is a method of ex post facto. The sampling technique is purposive random sampling and using Taro Yamane formula. Sample of 118 students who have attended entrepreneurship courses. The instrument used was a closed questionnaire Likert scale with a reliability coefficient of 0.90 and for the deepening of the data used an open questionnaire. The data analysis technique used descriptive statistics. Results found is the tendency of student interest in entrepreneurship Building Engineering Education courses classified as high category (66%), and 2.54% of the students have entrepreneurship. The high interest in entrepreneurship students also reflected on the desire of students to start college entrepreneurship (20.34%). Nevertheless, interest in entrepreneurship students of Building Engineering Education will remain a concern professors and functionaries in the Faculty of Engineering make efforts to increase student interest in entrepreneurship because there is still a 34% student interest in entrepreneurship classified as a low category. The results of this study are very beneficial to universities and professors to improve the quality of teaching entrepreneurship courses.

Exploring the development of student teachers’ interest in educational technology through Interest-Driven Creator theory

This qualitative study is one of the early attempts to provide empirical evidence to inform Interest-Driven Creator (IDC) theory through a discrete Educational Technology course. In this study involving 64 undergraduate students who majored in education, we focused on the interest loop (triggering, immersing and extending) as it acts as an impetus to nurturing habitual learners. Qualitative data were sought to answer two research questions that explored student teachers’ initial interest in learning educational technology and to understand the development of their interest using IDC as the underpinning theory. The findings indicated that they initially showed little interest in the course. However, others felt good about and were drawn towards educational technology. The findings also indicated that interest development begins when situational interest is triggered and they become aroused by the course contents. The student teachers then willingly spend time accomplishing the given task when immersed in the learning process with a clear goal. They then progress to extend their interest, making sense of their newly acquired knowledge and connecting with other previously known knowledge to expand it further. Overall, our findings suggested that the interest loop of IDC was able to describe the development of student teachers’ interest in educational technology.

Preservice Teacher Perceptions of Using Video Discussions to Foster a Community of Inquiry-Does the Learning Environment Matter?

The creation of an engaging online learning environment where students feel a sense of belonging is a challenge for all educators. With the rise of online courses, discussion forums are commonly used to connect students with course content, peers, and instructors. However, these discussions are often text-based in nature. The purpose of this quantitative study examined preservice teacher perceptions of Flipgrid in an introductory educational technology course. Statistically significant relationships between groups were found related to two of the three components of the Community of Inquiry framework. Specifically, the findings suggest those enrolled in a hybrid course perceived Flipgrid as a more effective platform to create cognitive and teaching presence than those online. Additionally, hybrid learners were significantly more likely to use Flipgrid in their own teaching practices. In this article, an analysis of findings will be discussed and provide suggestions for future research.

Open badges support goal setting and self-efficacy but not self-regulation in a hybrid learning environment

Through a quasi-experimental study, we found that preservice teachers who learned with open badges set higher goals and indicated greater self-efficacy than those who learned with traditional projects in hybrid learning environments. However, we also found no significant difference in learners’ self-regulation between the groups. This study adopted a control and experimental group research design to investigate the effect of using instructional open badges on three critical aspects of learner motivation in a hybrid undergraduate introduction to educational technology course: (a) goal setting, (b) perceived self-efficacy, and (c) self-regulation. While our study contributes to our understanding of the relationship between using open badges in education and critical aspects of learner motivation in hybrid learning environments, questions remain about how to use this emerging strategy to promote greater self-regulation.

Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry

AbstractPreparing students for professional life in a Volatile, Uncertain, Complex and Ambiguous twenty-first century world has seen tertiary institutions eschew the traditional ‘lecture-tutorial’ model in favour of active learning approaches. However, implementing these approaches is not unproblematic. This paper explores how we navigated the tensions of cultivating twenty-first century skills in our students—first-year preservice teachers—through a purposely designed approach to active learning in an educational technology course. We illustrate how deploying Bakhtinian precepts through reflexive inquiry supported sensemaking of discomfort, leveraging this sensemaking to reinvigorate practice.