Innovative Learning Opportunities Research Articles

FORMATION OF DIGITAL COMPETENCE OF A FUTURE PRIMARY SCHOOL TEACHER

The article examines the essence of the concept of "digital competence" and establishes that it is an important component of the general professional competence of a modern teacher. Its components and content are outlined, it is stated that digital competence includes interaction with digital devices and modern technologies for learning, work and social activities. Particular attention is paid to the conditions for future elementary school teachers to acquire digital competence in the modern digital informational educational environment. The main advantages of the modern digital information educational environment are: ensuring wide access to learning at a convenient time and, accordingly, increasing the speed of passing the educational program by individual students; creation of conditions for implementation of differentiated and complex training; changing the main role of designing educational tasks from the role of the teacher; transformation of the organization, management and evaluation of education, presentation of educational materials and management of the educational process. It has been proven that digital competence requires constant development for effective professional activity in today's changing environment. Acquiring digital competence contributes to the general development of the competencies of the future primary school teacher, increases his professional skills, ensures competitiveness in the labor market, promotes personal development, continuous education, develops the ability to apply acquired knowledge and integrate it into existing knowledge, actively use digital technologies in the educational process, increases the quality of education. The formation and development of digital competence is considered as a process of acquiring stable, integrated and systematized knowledge in pedagogy, psychology, informatics, computer technologies, teaching methods, the ability to apply them in new situations, personal qualities and the ability to achieve significant results in professional activities. It can be concluded that the implementation of digital technologies in education is not only the use of new digital tools, but above all the creation of an environment that offers innovative learning opportunities, designing individual educational routes and creating unique educational electronic/digital products.

Unmasking teachers’ proficiency in harnessing Artificial Intelligence (AI) for transformative education

This paper examines the awareness of artificial intelligence (AI) among school teachers in Nepal. We interviewed twenty teachers from ten urban schools in Nepal over four weeks using a semi-structured interview tool. The analysis of interview data reveals the teachers’ mixed perception of AI, including their understanding of innovative technologies in education, the potential challenges for new-generation teachers, and the opportunities for pedagogical transformations. The findings suggest that although the teachers have limited awareness of how AI can be used in teaching and learning, they possess some level of understanding that has opened up new opportunities for exploring innovative ways of teaching and learning. Notably, participants discussed tools, such as Education Management Information System (EMIS) for record keeping and automated grading and AI-driven chatbots for student tutoring. However, teachers also expressed concerns about the possibility of AI replacing human teachers. These insights provide valuable implications for policymakers and educators regarding the integration of AI into classroom instructions to promote innovative and equitable learning opportunities.

Students’ Attitudes on The Role of Artificial Intelligence (Ai) In Personalized Learning

Educational institutions are increasingly incorporating new technologies into their classrooms, such as artificial intelligence (AI), enabling more innovative teaching methods and learning experiences. Unlike traditional teaching methods, where lecturers adapt their lectures to the needs of the average student, AI-powered educational platforms are more dynamic and productive, as they can be adapted to the preferences, learning styles and pace of each student, enabling personalized learning. The aim of this study is to gather information that will help educators, legislators, and AI developers optimize AI’s role in education for increased student achievement by examining students’ attitudes toward the implementation of AI in personalized learning. The findings of this study may have an immense effect on how AI is used in educational settings in the future, because they may provide better understanding that would enable students to receive more individualized instruction and autonomy while also increasing pedagogical opportunities and reducing an excessive amount of administrative work for educators. 219 students of Megatrend University in Belgrade participated in the research (all three study levels), to whom the questionnaire was sent by e-mail. The results indicate that students believe that: a) If the application of AI makes learning personalized, the greater the possibility for students to identify their abilities and creativity; b) If lecturers apply the most effective teaching methods using AI, they can significantly automate the monitoring of student progress; c) If innovative and interesting learning opportunities are applied in classes, the greater the interactivity of students in the teaching process; d) AI can examine past student performance to identify areas of difficulty and provide tailored assistance in those areas.

The Critical Roles of a Mathematics Specialist in Establishing Effective, Coordinated Professional Development Systems

ABSTRACT For nearly three decades, mathematics research has indicated the need for high-quality mathematics instruction including both ambitious and equitable practices, as well as continuous, innovative learning opportunities for educators. Teaching practices and standards for mathematical practice have been identified to provide guidance. While research connects effective professional development (PD) to improved instructional practices, there is a need for additional research on the role mathematics specialists play in developing and sustaining PDs. This qualitative case study examined the multiple roles of a specialist while laying the foundational components for a coordinated PD system to improve and strengthen mathematics teaching and learning in elementary classrooms. The PD efforts included the implementation of a teacher subsystem where a specialist led all components consisting of pull-out PD, mathematics coaching, collaborative time, and teacher networks. This study took place at a rural, pre-K through fourth-grade school in a southeastern state. Analysis of the data identified the specialist’s key roles in each component of the teacher subsystem. The results indicated that the development and implementation of a teacher subsystem impacts the overall effectiveness of PD. Findings serve as a foundation for specialists to design and implement coordinated efforts that can have positive impacts on the teaching and learning of mathematics.

Students’ Tool-Shaped Conceptualisation of the Idea of Statistical Distributions: The Case of Frida

This article presents a case study that explores digital experiences in statistics teaching within Danish lower secondary school, focusing on the development of students’ statistical concepts. The study tracks the progress of a student named Frida, who engages with the digital tool TinkerPlots over the span of a year. Frida developed a unique ‘plot–stack–drag’ technique that significantly influenced her conceptual development during this period. Her routines with the tool not only supported her in some instances, but also created conflicts due to their impact on her personal goals and anticipations. This article delves into the educational implications of the dialectical relationship between students’ development of tool-based routines and their personal goals established during the process. The research findings highlight the profound impact of interactions between students and digital tools, such as TinkerPlots, on shaping students’ understanding of statistical concepts. This underscores the importance of educators’ heightened awareness of students’ personal goals and anticipations influenced by digital tools, which, in turn, opens the door to innovative learning opportunities.

Adapting for Anti-Racism: Collaboratively Diversifying Faculty Open Professional Development

Higher education institutions have become increasingly interested in exploring the innovative learning opportunities afforded by open educational resources and practices (OER). These same institutions have begun to more seriously consider ways to eradicate racism. However, few institutions have considered the ways that OER may prove useful in dismantling anti-racism and how to prepare instructional faculty to do so. Given their expertise and research skills, librarians may be uniquely positioned to take on this role. In this paper, we explore one such online asynchronous effort–adaptation and implementation of the Open for Anti-Racism faculty workshop in a Learning Management System–and offer insights for librarians and instructional faculty. These findings include: the importance of 1) adapting for local institutional context, 2) providing multimodal peer engagement opportunities, and 3) having facilitators occupying different professional roles and social locations.

Influential factors of Artificial Intelligence (AI) in the digital transformation of the human resources recruitment process sector in Vietnam

Artificial intelligence (AI) has emerged as a transformative technology, revolutionizing various aspects of business operations, including human resources (HR) management. This study aims to analyze the impact of AI on the HR recruitment process in businesses located in Hanoi, Vietnam. Through a mixed-methods approach, involving surveys and in-depth interviews with HR professionals from 20 companies, the research examines the current level of AI adoption, its effects on recruitment efficiency and effectiveness, and the challenges encountered during implementation. The findings reveal that while AI adoption in HR recruitment is still in its early stages, businesses that have embraced AI-powered tools have experienced improved efficiency in candidate screening, enhanced job-candidate matching, and reduced time-to-hire. However, the study also uncovers significant challenges, including the need for specialized AI skills, concerns about job displacement, and the importance of striking a balance between automation and human touch in the recruitment process. The research offers valuable insights and recommendations for businesses in Hanoi aiming to harness the potential of AI in HR recruitment, emphasizing the need for strategic planning, workforce upskilling, and the development of ethical guidelines. The study contributes to the growing body of knowledge on AI applications in HR and provides a context-specific understanding of AI's impact on recruitment practices in Hanoi's business landscape. Artificial intelligence (AI) has become an indispensable tool in the human resources recruitment process sector, playing a decisive role in creating innovative and advanced learning opportunities for students in Vietnam. Under the influence of AI, the human resources recruitment process sector is undergoing a potential digital transformation, bringing great benefits to both students and teachers. The article uses quantitative research, surveyed by 150 experts and managers in the field of human resources recruitment process sector. Research results on the impact factors of AI in digital transformation of Vietnam's education sector show: Machine learning and data analysis system (β'1 = 0.246) and Smart Evaluation System (β'5 = 0.223) is the most influential, followed by Virtual Learning Experience (β'2 = 0.124), Online Learning Platform (β'4 = 0.205), Smart Tutoring System (β'3 = 0.204) all have influence affects the operation of artificial intelligence in digital transformation of Vietnam's education sector. Based on practical research, the influencing factors of artificial intelligence in digital transformation of Vietnam's human resources recruitment process sector. The article has proposed 05 implications for improving the operation of artificial intelligence in digital transformation of Vietnam's human resources recruitment process sector.

Influential factors of Artificial Intelligence (AI) in the digital transformation of the education sector in Vietnam

Artificial intelligence (AI) has become an indispensable tool in the education industry, playing a decisive role in creating innovative and advanced learning opportunities for students in Vietnam. Under the influence of AI, the education industry is undergoing a potential digital transformation, bringing great benefits to both students and teachers. The article uses quantitative research, surveyed by 150 experts and managers in the field of education. Research results on the impact factors of AI in digital transformation of Vietnam's education sector show: Machine learning and data analysis system (β'1 = 0.246) and Smart Evaluation System (β'5 = 0.223) is the most influential, followed by Virtual Learning Experience (β'2 = 0.124), Online Learning Platform (β'4 = 0.205), Smart Tutoring System (β'3 = 0.204) all have influence affects the operation of artificial intelligence in digital transformation of Vietnam's education sector. Based on practical research, the influencing factors of artificial intelligence in digital transformation of Vietnam's education sector. The article has proposed 05 implications for improving the operation of artificial intelligence in digital transformation of Vietnam's education sector.

Promoting gender inclusion in education through ICT

The research was conducted with a descriptive quantitative approach. The main objective is to investigate the impact of digital tools on gender inclusion and student support in their school education to enhance academic quality. Additionally, the study aims to understand the frequency and level of utilization of these technologies in educational, social, and work-related activities. To achieve the research objective and address the stated question, female students from upper secondary education were specifically selected, representing first, second, and third-grade levels, respectively. Based on the provided data, it is evident that digital technologies play a crucial role in the current educational environment, particularly among younger students. The use of ICT in the learning process is highly valued by the respondents. Most consider that ICT provides them with relevant information, knowledge, and facilitates their learning process. ICT offers a powerful means to transform education and address gender inclusion in the classroom. Its capacity to improve access to education, provide innovative learning opportunities, and promote gender equality is invaluable.

Achieving Students' Effectiveness Through Entrepreneurial Spirit and Musical Theatres Focusing Info- Internet Connectivity: Unveiling the Nexus Among Students' Effectiveness, Socio-economic Environment and Sustainable Performance

In recent days, the role of Internet connectivity has been highlighted as a means of creating socio-economic space by providing access to diverse knowledge resources and virtual learning opportunities. Understanding dynamic interactions between these variables can be aware of management strategies for creating a comprehensive and empowered educational environment that promotes students’ flexibility and sustainable performance. Furthermore, the important role of Internet connectivity in modern education has become undeniable. This research seeks to link these factors and open up their collective impact on student's academic success and overall development. A review of the literature shows that business education promotes important skills such as critical thinking, problem-solving, and adaptation. In addition, musical theatre not only promotes creativity but also enhances communication and teamwork skills. Meanwhile, Internet connectivity operates as a gateway to a wide range of knowledge resources and innovative learning opportunities, crossing geographical barriers. By reviewing comprehensive literature and using quantitative research methods, this study analyzes data collected from 300 college students. Using structural equation modeling (SEM), data is tested. The basis of this study is the method of sampling the facility, taking a non-probability sampling. As a result, academic achievements and overall effectiveness increase. In light of these insights, the discussion will focus on the implications for academics, policymakers, and stakeholders in the field of education. Using the potential of the entrepreneurial spirit, musical theatres, and Internet connectivity, academics and policymakers can develop a generation of flexible students. Be equipped to meet future challenges with a commitment to creativity and sustainable performance. Finally, this study contributes to the growing body of knowledge that seeks to transform education for students into a comprehensive and empowering experience in a rapidly changing world.

AI-WEAR: SMART TEXT READER FOR BLIND/VISUALLY IMPAIRED STUDENTS USING RASPBERRY PI WITH AUDIO-VISUAL CALL AND GOOGLE ASSISTANCE

The goal of this research is to create a prototype referred to as AI-WEAR: Smart Text Reader for Blind or Visually Impaired Students, which utilizes Raspberry Pi equipped with Audio-Visual Call and Google Assistance. The prototype incorporates various functionalities including text-to-speech capability for reading, Google assistance for online support, and video streaming through Jitsi Meet, enabling students to interact with their teachers. The device offers two modes of control: voice commands and user-friendly buttons with Braille letters engraved on them. OCR (Optical Character Recognition) and Text-to-Speech are integrated into the system. Synthesis techniques on the Raspberry Pi platform. By utilizing OCR, the device scans and extracts text, which is then converted into audio output through a headset. Additionally, the device employs GSM/GPRS technology to access the internet via cellular data when Wi-Fi connectivity is unavailable. The researcher employed the Long-Short Term Memory and Image processing algorithms in this project, and extensive testing and maintenance have been conducted, resulting in favourable evaluation outcomes. The prototype has successfully met the desires of the ISO/IEC 25010 standard. Although some adjustments may be necessary, this proposed device has significant potential to provide visually impaired individuals with innovative learning opportunities, especially in distance education settings. Furthermore, a cost-comparative analysis for future mass production of this assistive prototype tool for blind and visually impaired has been conducted.

ENCODE4OpenU and the Preparation and Delivery of an International Collaborative MOOC: A Preliminary Analysis of its Pedagogical and Technical Implementation

Among the potential intellectual outputs of the ENCODE project is the production of a MOOC that introduces teaching staff and scientific experts to the digital transition in the field of ancient writing cultures. The basis for this MOOC is the need to foster awareness of the importance of digital competences and to use a structured framework to introduce people to the available innovative teaching and learning materials and opportunities for organizing (self-)training in this field of research. For specialists in the humanities, there is often an unexpected reluctance to go beyond simply using digital tools and to deepen their understanding of the implications of the digital transitions of research fields, as well as considering the readiness of young graduates to acquire digital competences. This MOOC, which is easily accessible, affordable, sustainable, and flexible, may achieve the initial aim of the project, namely, bridging the gap between the highly specialized competences in the humanities and the innovative digital skills needed in open science practices. The main methodological issue concerns the design and adaptation of cooperative tools in order to implement a common pedagogical approach and to produce MOOC content that integrates the different competences and insights of the project participants. This report on the experiment provides useful insights into the differing expectations of academic staff as content producers, issues surrounding MOOC-cooperative design between universities in different countries, the usability of the tested platform and of the different features provided, and sustainability, as guaranteed through the connection with digital infrastructures. In the concluding section, the originality of the MOOC at a more general scale is emphasized. The ways in which the MOOC can facilitate and support the digital transition are assessed according to the FAIR principles in Higher Education Institutions. Moreover, the MOOC offers models for hands-on experiences of digital training and the evaluation of learning outcomes according to shared European frameworks; it demonstrates the importance of being connected with larger projects and digital infrastructures.

The Experiences of Practice Educator Facilitators and Academics Supporting Adult Nursing Students Completing a Paid Placement During the COVID-19

The first phase of the COVID-19 global pandemic had a significant impact on nursing students studying in the United Kingdom, heralding changes to every aspect of their lives. Practice Education Facilitators (PEFs) and academics had to respond quickly and work in close collaboration with their wider system partners, Health Education England (HEE) and the Department of Health (DH). Changes in emergency measures implemented by the Nursing and Midwifery Council (NMC) provided nursing students in their final six months of study with the opportunity of completing a paid placement. The objectives of this study were to explore the experiences of academics and PEFs supporting the nursing students and to identify examples of good practice. A phenomenological approach was used seeking to understand the lived experience of PEFs and academics within one case study site. A purposeful sample of ten participants was chosen using semi-structured interviews and focus groups to collect the data via a virtual platform. The results highlighted three themes: communication, innovative learning opportunities and the importance of support mechanisms. PEFs and academics reported how they had increased their competence and confidence in using virtual platforms. They suggested that changes they implemented during the pandemic to support staff and students would become embedded in their future practice. This study provides insights into how PEFs and academics transformed their practice to support students and clinicians during the COVID-19 pandemic. Having robust virtual platforms for the development of continuing learning opportunities and enhanced communication approaches across health and academic environments was essential to this success.

The effect of web-mediated, blended, and purely online learning on EFL learners' writing achievement in the Iranian context: A comparative study.

In the era of web-based technology, the conventional instructions seem archaic and need to be replaced or improved with more novel technology-enhanced instructions (TEIs) that have been reported to enrich the instructional settings by providing further innovative teaching and learning opportunities. As a result, the present study aimed at not only examining but also comparing the effectiveness of web-mediated, blended, and purely online learning instructions on EFL learners’ writing achievement in the Iranian context. Therefore, 49 homogenous participants were randomly assigned into the web-mediated leaning (WML) group that attended the workshop physically at predetermined times, the enriched virtual blended learning (EVBL) group that not only was provided with online sessions but also received compulsory in-person instructional sessions, and the purely online leaning (POL) group that merely received an online instruction. All learners delivered four argumentative essay writing pre-tests, performed the WebQuest tasks, engaged in pair/group works, completed all the sub-tasks, and finally wrote four essays as post-tests. The results of paired-samples t-tests revealed that EFL learners’ achievement in writing skill as a whole and writing sub-skills improved significantly from pre-tests to post-tests in all the WML, EVBL, and POL groups. The mentioned finding was vindicated considering the peculiar characteristic of EFL learners and the distinctive nature of TEIs. In addition, the results of one-way between-groups ANOVA indicated that WML and EVBL groups outperformed the POL group in the overall writing achievement, which was explained in the light of technology-related dimension, the interaction dimension, and the conventional perspective of education dimension. The presented findings can provide insights for stakeholders to incorporate more TEIs in developing EFL contexts.

Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Mixed-Methods Usability Test

Background Physical therapy education benefits from innovative and authentic learning opportunities. However, factors that influence the acceptance of educational technology must be assessed prior to curricular adoption. The purpose of this study was to assess the perceived ease of use and perceived usefulness of a virtual reality (VR) learning experience developed to promote the clinical decision-making of student physical therapists. Methods A VR learning experience was developed, and an established two-stage usability test assessed player experience as well as the user’s perception of both ease of use and usefulness. Two experts evaluated the VR learning experience and provided feedback. Six student physical therapists and five faculty members completed the VR experience, responded to two questionnaires, and participated in a semi-structured interview to further assess ease of use and utility. Results High levels of perceived ease of use, perceived usefulness, and positive player experiences were reported by both faculty and student users. Faculty users perceived a significantly greater amount of educational and clinical utility from the VR simulation than did student users. Semi-structured interviews revealed themes related to ease of use, benefits, modeling of professional behaviors, and realism. Conclusion Quantitative data supported faculty and student users’ perceptions of ease of use, utility towards learning, practical application, and several constructs related to user experience. Qualitative data provided recommendations to modify design features of the VR experience. This study provides a template to design, produce, and assess the usability of an immersive VR learning experience that may be replicated by other health professions educators where current evidence is limited.

Fostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach

Collaborative Online International Learning (COIL) is a teaching and learning approach whereby entire courses or modules are co-developed and team taught by instructors from different institutions for students of both institutions. Since 2006, the approach has been gaining in mass appeal; however, considering our present-day global coronavirus pandemic, COILs have a renewed relevance in academia. Faculty from the University of South Carolina (United States) and Coventry University (England) embarked on a COIL partnership yielding a valuable experience that can serve as a model for other institutions that are interested in developing innovative and cross-cultural distance learning opportunities. The purpose of this paper is to explain how the institutional partnership emerged, describe the course content, and provide lessons that our team learned through the COIL development and implementation process. Our experience as a first-time COIL partnership is a model for others to consider as the landscape for the academic enterprise expands the confines of brick-and-mortar institutions.

The experiences of adult nursing students completing a placement during the COVID-19 pandemic.

The emergency measures implemented by the Nursing and Midwifery Council in response to the COVID-19 pandemic provided nursing students in their final 6 months of study with the opportunity to complete a paid consolidation clinical placement and thus increase their personal responsibility for the care they delivered under supervision. To explore the experiences of third-year nursing students who completed their final clinical placement during the COVID-19 pandemic. Semi-structured interviews were conducted via a virtual platform. Three themes were identified: the importance of support mechanisms, the development of confidence, and innovative learning opportunities. Students reported improved confidence in the transition period to registered practitioner and felt well supported, which enabled them to take greater responsibility. This study provided insight into the experience of nursing students during the COVID-19 pandemic, and found that support mechanisms, and a sense of belonging, helped to increase their confidence in clinical practice.

A novel blended placement model improves dietitian students\u2019 work-readiness and wellbeing and has a positive impact on rural communities: a qualitative study

BackgroundClinical placement models that require students to relocate frequently can cause stress, which may impact the student experience and development of work-readiness skills. A blended placement, where placements are undertaken concurrently at one location has potential to address these issues by providing a positive placement experience. Blended long-stay placements undertaken in rural communities increase consistent service provision and may help encourage students to work rurally, with potential to reduce workforce shortages. The aim of this study was to pilot test the feasibility of blended placement models and explore the student experience and skills development. A secondary aim was to explore a fully blended long-stay rural placement and the benefits to the rural community.MethodsAn exploratory qualitative design was used. Focus groups were conducted with dietitian student who participated in usual placements (n = 14) or blended placements (n = 9). Individual semi-structured interviews were conducted with five student supervisors who participated in blended placements. Focus groups and interviews were recorded, transcribed verbatim and analysed together using inductive thematic analyses.ResultsThe overarching theme across all blended model placements was ‘enhanced work-readiness’, including increased flexibility, organisational skills and better preparedness for mixed roles. Enhanced work-readiness was influenced by three themes: stress and wellbeing impacts learning, working in two areas of practice concurrently allows for deeper learning, and blended placements meet supervisor needs. Fully blended long-stay rural placements revealed additional benefits. Firstly, in relation to the overarching theme ‘enhanced work-readiness’: students on these placements also developed extra skills in innovation, social accountability, interprofessional collaboration, conflict resolution and teamwork. Secondly, a new overarching theme emerged for fully blended long-stay rural placements: ‘increased community connections’ which included additional health services delivery, deeper personal experience and more rewarding student-supervisor relationships. Thirdly, two extra themes emerged that influenced work-readiness and community impact: ‘local organisational support and resources’ and ‘enhanced innovative and interprofessional learning opportunities’.ConclusionsBlended placements enhance work-readiness skills by providing an alternative model to that commonly applied, and providing flexibility in education programs. Additionally, fully blended long-stay rural placements positively influence the local community through impacting the student experience as well as providing more dietetics services and may therefore assist in reducing dietetics workforce shortages and health inequity.

From “a great counter attraction to the ale-house and low music hall” to “the one place everybody goes”

Canadian public libraries espouse a set of values that may not be congruent (e.g., preserving “high” culture vs providing access to inclusive collections). Tension or conflict can result when stakeholders emphasize different values, so it is crucial to attend to values in stakeholder accounts, including those in the mass media. This poster presents a) emerging findings from a study of the representation of public libraries in The Globe and Mail since 1860; and b) reflections on the research and research communication process as an innovative experiential learning opportunity for the interdisciplinary team of faculty, graduate, and undergraduate students.

Futures of area-based initiatives in German education: results from a quantitative Delphi survey

To support schools, improve learning outcomes, create innovative learning opportunities, and reduce social disadvantage, many countries have introduced policies to mandate or incentivize educational networks in the last decade. This study focuses on Germany, where around 80% of municipalities established area-based initiative (ABI) structures following a broad range of ABIs. However, research has revealed a gap between intentions and implementation: There is a strong bias toward governance structures, while educational aims have not been achieved.To provide a foundation for purposeful development, a Delphi study has been conducted. Based on a sample of 180 nationwide ABI experts, data was collected in two steps using an online questionnaire on preferred and probable developments in crucial ABI fields. Statistical analyses offer insights into the relation between desirability and expectation and the degree of consensus or divergence among experts. The study shows that after 10 years of experience, the discrepancy between intentions and implementation is expected to remain. Further, it reveals tendencies on the level of governance and thereby contributes to identifying the scope of ABIs. The study concludes that, for future development, it is necessary to define ABIs’ contributions to their initial aims and to reassess their legitimacy.