Integrated Learning Environment Research Articles

Развитие интегративной адаптивной среды обучения с использованием искусственного интеллекта для подготовки учителей в странах БРИКС

Integrating artificial intelligence (AI) into teacher professional development (PD) is a promising way to enhance teaching practices and foster innovation in education. However, the development and adoption of AI-based educational platforms face unique challenges in the BRICS region, including technological infrastructure and cultural diversity. This study aimed to identify key aspects of teaching in developing an integrative AI-assisted adaptive learning environment (ALE) in the region. Theoretical methods were used along with qualitative analyses of in-depth interviews and focus group discussions of 36 professors, researchers, and experts from Iranian universities. The findings of this study provided perspectives on the feasibility and effectiveness of developing a joint AI-ALE platform, emphasizing the importance of contextualizing AI initiatives and educational approaches to the needs and constraints of each country and underscoring the significance of local training programs, understanding areas of growth, clarifying values and cultures to be shared with other parties, designing educational resources compatible with collaborative platforms, and overcoming technological barriers. The study provided recommendations on capacity building and joint partnerships for educational innovation, and the development of AI-based teaching practices to open up new opportunities for PD of the next generation of educators for the digital landscape in the BRICS area.

Evaluation of integrated modular & traditional curriculum learning environment in medical education

ABSTRACT: BACKGROUND & OBJECTIVE: Most medical schools in Pakistan follow a traditional teaching methodology but a newer and refined method named Integrated teaching methodology has been introduced and proven to be more effective than the former method. The study aims to evaluate the pros and cons of integrated modular & traditional curriculum learning environments. METHODOLOGY: A total of 214 students from 1st year and 2nd Year MBBS were enrolled in the study using the convenience sampling technique. 1st Year students were grouped as Group A undergoing an Integrated learning environment and 2nd Year students as Group B undergoing a traditional learning environment at Abwa Medical College, Faisalabad. A pre-validated John Hopkin’s Proforma was distributed to collect data and was analyzed in SPSS 26 using the student’s t-test. The P-value <0.05 was considered as statistically significant. RESULTS: Out of 214, a total of 180 participants recorded their responses. 58% of the total were male and 42% were female. The responses favored the integrated learning environment as it is conducive, supportive, and provides better opportunities in terms of leadership and career options. The curriculum design was also student-centered and designed according to the student's needs as compared to the traditional learning environment. The participants recorded a healthy and positive relationship with the faculty with a statistically significant P-value <0.05. CONCLUSION: The integrated modular system fosters the ability of critical thinking and innovation among students. The curriculum design offers an integrated modular system that is flexible and student-centered which also yields positive outcomes and change among the students.

The effect of gamified project-based learning with AIGC in information literacy education

ABSTRACT The emergence of artificial intelligence has necessitated a transformation in pedagogical methodologies. This study evaluated the integration of gamified project-based learning (GPBL) and artificial intelligence-generated content (AIGC) tools in enhancing information literacy education. The primary objectives were to explore the relationship among students’ learning experiences, information literacy, creativity, and engagement in an integrated learning environment. Using an explanatory sequential design with surveys and interviews, first-year university students (n = 36) from the School of Art and Design participated. Results indicated that students perceived moderately high levels of engagement(3.72) and creativity(4.11) during the GPBL activities, with positive emotions contributing significantly to motivation. Moreover, information literacy skills have substantially improved, such as in information retrieval, using AIGC tools, and understanding the ethical aspects of AI technology. A process model illustrated how positive emotions, motivation, creativity, engagement, and information literacy were linked in a GPBL-incorporating AI setting.

The DTALE Model: Designing Digital and Physical Spaces for Integrated Learning Environments

Despite the widely recognised impact of both digital and physical spaces as active contributors to teaching and learning processes, relatively little is known about the learning environment. Furthermore, it is time to explore the interplay between these two spaces. Therefore, we proposed employing a holistic approach to develop a new conceptual model for Designing Teaching and Learning Environments (DTALE). To do this, the paper presents first a critical review of the research literature underpinning learning environments, with a particular interest in the integration of the physical and digital spaces, to develop the DTALE model. In the second step, the DTALE model has been developed and validated by applying the model to existing cases from different contexts. Based on the study’s findings, we outline the implications for theory and practice. Limitations and suggestions for future research are also included.

The implementation of learner integration and its challenges in a selected former Model C school: Learners’ perspectives

The purpose of the study reported on here was to explore the implementation of learner integration and its challenges in a selected former Model C school. This is an expansion of the findings of a larger study, “Understanding and enhancing of learner integration in a selected ex-model C school” by Theresia Joakim Kanyopa. Based on South Africa’s history, the term “former Model C” (also ex Model C) is still commonly used to describe those schools that were formerly Whites-only but are now multiracial schools. Learner integration is a major issue in global contemporary education practice. Contemporary literature on learner integration in former Model C schools reveals complex impediments. Some of the impediments are essentially beyond the capabilities and competencies of learners, teachers and principals. In this article we argue that the lack of an effectively designed practice is central to the impediments to learner integration. This was a qualitative case study grounded within the critical research paradigm, hence the critical emancipatory research (CER) theoretical framework was adopted. We used purposive and convenience sampling to select the research site and participants. Four Grade 11 learners (2 boys and 2 girls) were purposively selected because of their availability and willingness to participate in the study. Their ages were between 16 and 19 years. Data were generated through interviews and reflective writing. Importantly, to achieve successful learner integration in former Model C schools, we affirm that these schools must revise their practices, programmes and policies to create an integrative learning environment that ensures learner safety and an environment that supports, develops end enhances their academic goals. The findings from the study indicate that learner integration in former Model C schools can be successfully done by valuing the learners’ diversities regardless of their backgrounds, ethnic groups, status or races.

ФОРМУВАННЯ АДАПТИВНОГО КОНТЕНТУ В ЕЛЕКТРОННИХ НАВЧАЛЬНИХ СИСТЕМАХ

The article explores the issue of adaptive educational content formation in modern electronic learning management systems. The approach analyzed allows for electronic content to adapt to a student's needs and formatting abilities, resulting in an improved learning trajectory and increased efficiency in obtaining final results. To achieve this, an agent-oriented approach using artificial intelligence is proposed to study the characteristics of the student and form individual educational content. The article also describes an approach to forming learning process control systems based on multi-agent technology. The system's decisions are a set of aggregate decisions of intelligent reflex agents that use information decision-making technology in adaptive learning conditions. An intellectual environment for training students of technical fields was formed with the help of test tasks of an adapted level of difficulty. By using an individual approach to determining the level of difficulty, the efficiency of learning materials was increased, and the level of independent study of students in academic disciplines was improved. An integrated learning environment was formed and implemented in the training of bachelors and masters in several areas related to information technology. The proposed solutions have shown their viability, and the educational environment formed on their basis has proved to be attractive to students and has a positive impact on the overall efficiency of the process of training technical specialists. The application of multi-agent and service-oriented approaches in the process of forming the system of educational environment of a technical university ensures the convenience of implementing artificial intelligence methods in the field of e-learning and the development of competence-based technical education. The peculiarities of forming adaptive content in e-learning systems are the use of an agent-based approach and the development of scenarios and action algorithms for intelligent software agents that work in accordance with the defined learning objectives and the behavior of students during training.

Internationalization Development Strategies of Applied Local Undergraduate Colleges and Universities Based on Virtual Reality and Artificial Intelligence Customer Research

In an era of globalization and rapid technological advancement, internationalization has become a vital requirement for higher education institutions around the world. This research investigates the efficacy of incorporating virtual reality (VR) and artificial intelligence (AI) technologies into internationalization initiatives for applied local undergraduate institutions and universities. A multistep technique was used, which included market research, immersive customer involvement, content production, and strategic collaborations. A pilot study of 200 prospective international students looked at the influence of VR and AI-based initiatives on key recruitment indicators like application and conversion rates. The results demonstrated significant gains in both application rates and conversion rates in the experimental group compared to the control group, demonstrating the transformative potential of immersive technology and data-driven engagement approaches in higher education recruitment and retention efforts. Furthermore, increases in engagement time and satisfaction scores demonstrated the beneficial effects of VR and AI technology on student engagement and contentment. This study adds to the expanding body of literature on the interface of technology and international education, providing useful insights for institutions looking to increase their worldwide reach and competitiveness. However, further study is needed to investigate the long-term effectiveness and scalability of VR and AI-based projects in higher education internationalization. Overall, this study indicates the potential for VR and AI technology to transform internationalization policies and build a more inclusive and integrated learning environment in higher education.

Enhancing Science Process Skills in Physics Education: The Impact of the Phyphox Smartphone Application in High School Laboratories

This study explores the effectiveness of smartphones as measurement tools in physics laboratories, focusing on the science process skills of Class XI students at SMA Negeri 1 Wajo. Employing a Pre-Experimental One-Shot Case Study design, we integrated the Phyphox application into the curriculum and analyzed its impact on students' scientific understanding. Our methodology included purposive sampling of 24 students and data collection via science process skill tests, lesson plans, and student worksheets. Descriptive and inferential statistical analyses revealed a significant improvement in students' science process skills, with an average score of 72.08. The one-sample t-test showed an essential value of 0.000, indicating a positive effect of the Phyphox application. These findings suggest a potential shift towards technologically integrated learning environments in physics education, enhancing student engagement and comprehension. While promising, the study acknowledges its sample size and context limitations, highlighting the need for further research in diverse educational settings. This study contributes to the growing body of research advocating digital tools in education, aiming to prepare students for a technologically advanced world.

Out‐of‐School Activities in Architectural Education: MUISCARCH International Architecture Students Congress

AbstractThis research aims to question the effect of adopting non‐formal and informal learning environments into architectural education on the overall learning experiences of architecture students. In this context, a series of out‐of‐school activities organised within the scope of Maltepe University, Faculty of Architecture and Design, which are based on a variety of different non‐formal and informal learning methods, are discussed. Although there are various out‐of‐school activities, the significance of these comprehensive extracurricular activities relies on being an entire student initiative from planning to execution and consisting of symposiums, workshops and organisation processes that bring non‐formal and informal learning experiences together. Unlike most of the research discussing non‐formal/in‐formal activities through final products, our research focuses on the learning experience of the students and the learning process itself. Based on the participant observation method, we gathered data through observing behaviours and interactions, casual conversations, unstructured and informal interviews, and reviews of the participants' studies. The findings revealed the learning acquisitions and benefits that students gained intentionally or unintentionally throughout the process from integrated learning environments, which are required to compete with the complex challenges of architectural education and the profession, as emerging technologies, materials, design trends and societal conditions. This reality forces architectural education programs to embrace and integrate informal and non‐formal learning experiences into their curricula. Flexible learning models need to be designed and adapted to formal education to provide a well‐rounded educational experience for architecture students, emphasising self‐directed learning and practical experience in real‐world contexts.

Exploring students’ acceptance and continuance intention in using immersive virtual reality and metaverse integrated learning environments: The case of an Italian university course

Immersive virtual reality (IVR) and Metaverse applications are gaining attention in the educational field, showing potentials in transforming traditional learning methods by supporting active and experiential forms of learning. Our study, conducted within the context of an Italian university course, employs the Extended Expectation-Confirmation Model (EECM) as a theoretical framework to explore the key aspects of students’ acceptance and continued intention to use IVR and Metaverse integrated learning environments in educational settings. The EECM, which bridges the gap between pre-adoption expectations and post-adoption experiences, provides a comprehensive perspective for exploring technology adoption in education. Students’ attitudes were assessed before and after they completed an elective course offered by the university that delved into IVR and Metaverse applications. During the course, students explored the theoretical and practical applications of these technologies, engaging in a variety of experiences, from immersive relaxation exercises to immersive educational platforms in the emerging Metaverse. Contrary to common assumptions, pre-adoption factors like performance and effort expectancy had limited impact on expectancy confirmation. However, when students’ initial expectations matched their experiences, their perceptions of the technology’s usefulness, satisfaction, and confidence in its use were positively enhanced, influencing their continued intention to integrate these tools in education.

Design principles for integrating language and communication skills into engineering education

Developing competencies in language and communication is becoming increasingly important for the contemporary engineering student if career success and community engagement are to be enhanced. The integration of language, and other ‘soft-skills’, into broader engineering education could assist in preparing students to become more employable and improve their overall engineering ability. This study adopted a design-based research strategy to develop design principles regarding the integration of language and communication skills into engineering education. Eleven participants were purposefully sampled to form part of a design team that became responsible for this development. The principles that emerged emphasised the role culture plays in the process of learning, highlighting the importance of embracing cultural diversity in ways that frame it as a strength to be exploited. Differing abilities and levels of English language proficiency need to be accommodated, requiring lecturers to build in a feedback process to manage progress and effective student engagement. It is advisable to adopt a holistic approach to teaching and learning, and to pay careful attention to appropriate learning strategies. An integrated learning environment necessitates the dismantling of the traditional silos that have characterised engineering education and greater cooperation among various disciplines needs to be encouraged.Transdisciplinary contribution: The integration of language and communication into engineering education goes beyond the boundaries of individual disciplines and involves collaboration between the faculties of engineering and humanities as well as industry partners, and accreditation bodies. The diverse range of expertise required, range from linguistics and pedagogy to engineering and instructional design.

УПРАВЛЕНИЕ НА ЗНАНИЯТА ПО СТРУКТУРИ ОТ ДАННИ ЧРЕЗ СМЕСЕНО ОБУЧЕНИЕ

The authors focus on the implementation of blended learning for constructing knowledge of Data Structures. One of the challenges of blended learning is to provide a model for creating an integrated learning environment that ensures an effective learning process. The purpose is to identify key processes, learner’s roles and learning situations, as well as to propose a decomposition of the learning process into manageable learning units using a blended learning approach. An example online data structure system – one developed by the authors that implements experiential learning – is proposed as an illustration of an online blended learning component.

Authenticity, Believability, and Cultural Accessibility of Listening Texts: An Exploratory Study in Omani Classrooms

This research aimed to evaluate the relevance and appropriateness of listening texts in Omani classrooms and delve into the connectedness and cultural accessibility of the context of listening texts in an EFL listening classroom environment. It also aimed to explore their authenticity, believability, and cultural values all vital factors in evaluating the listening texts’ significance and effectiveness. The data-gathering procedure involved recording and evaluating recordings for listening practice, conducting an interview with Language Studies teachers, and collecting students’ feedback on the recording’s cultural value and accessibility. Results suggested that students are provided with resources for Western culture and not Eastern culture. The interviews supported this stance as the teachers also believed that there should be more resources for cultural information and societal value. Therefore, it was concluded that research in a foreign language listening classroom should focus on making the lessons more meaningful by exploring the authenticity of the listening materials that give access to the socio-cultural aspect, factual knowledge, and context. Pedagogically, the researchers hope that this study can support the Philosophy of Education in the Sultanate of Oman that aspires for all Omani students to develop themselves in an integrated learning environment that values the philosophy, culture, identity, and aspirations of the Omani society.

Historical Development of Technology Integration in Teaching Learning: From PCK to TPACK

Technology plays a crucial role in almost every aspect of our lives, including education. During the first two decades of 21st century, there is a paradigm shift in educational practices where technology became instrumental in increasing access and improving the quality of education with new models of educational environments. The aim of this study is to look at the historical development of technology integration in teaching learning from Shulman’s pedagogical content knowledge (PCK) to technological pedagogical content knowledge (TPACK) by Mishra and Koehler, 2006. Technology integrated learning environment has been regarded as the prerequisite for active, authentic, collaborative, and constructive learning (Howland, David Jonassen, and Rose M. Marra, 2013). Teachers’ knowledge of content and pedagogy separately is not sufficient for effective teaching. A fine interplay between pedagogy and content knowledge formulates new type of competencies i.e., pedagogical content knowledge (PCK), that are exclusive to teachers, rather than subject area experts or experts having an unquestionable understanding of students’ psychology (Shulman, Knowledge and Teaching: Foundations of the New Reform, 1987). After twenty years, Mishra and Koehler (2006) extended the model of Shulman to incorporate technology as the third domain and shaped technological pedagogical content knowledge (TPACK). TPACK combines teachers’ knowledge of general pedagogy, subject matter content, and technology (Harris and Hofer, 2009). This study tries to trace Historical Development of Technology Integration in Teaching Learning: From PCK to TPACK.

Aconcept for adapting medical education to the next generations via three-staged digital peer teaching key feature cases.

While the core principles of medical education remain the same, the students' socioecological backgrounds, values and learning requirements are constantly changing. Bridging the generation gap between teachers and students is akey challenge of medical didactics. To meet the demands of today's classroom, we piloted anovel three-stage peer teaching and key feature concept. First, an on-demand key feature video case was presented. Second abackground video was launched, followed by aself-assessment tool. Third, alive case discussion webinar focusing on clinical reasoning was held. The contents were created by near-peers experienced in medical didactics and checked by clinical experts. The elective format resonated with 652 participating graduate students and 1250 interactions per webinar, suggesting that students' strengths and weaknesses were addressed adequately. We aim to provide educators with input for creating aflexible and integrative learning environment utilising modern technological and didactic tools that shape the healthcare workers of tomorrow.

Educational approaches to enable marketplace metacognition and social intelligence in subsistence consumers

PurposeSubsistence marketplace can be characterized as a marketplace with widespread cognitive and social vulnerabilities, due to low income and low literacy levels. This may result in retailers exploiting the consumers. The purpose of this research paper is to develop a holistic learning program to impart marketplace intelligence to overcome these vulnerabilities of subsistence consumers.Design/methodology/approachUsing vicious cycle approach, the authors illustrate the self-perpetuating nature of consumer vulnerabilities. The authors argue that retailers behave in an opportunistic manner and exploit the consumers. This further reinforces the vulnerabilities of subsistence consumers resulting in a vicious cycle. The authors draw insights from Sen’s capability approach and propose marketplace intelligence as a potential solution to eradicate consumers’ vulnerabilities. The authors apply Biggs’s 3Ps model to design a learning program to impart two types of marketplace intelligence – marketplace metacognition and marketplace social intelligence.FindingsBased on a review of literature on subsistence marketplace initiatives, persuasive knowledge management and education research, the authors have devised a holistic learning program comprising an integrated learning environment (presage), problem-based approach (process) and assessment strategies for learning outcomes (product).Originality/valueThis study marks a pioneering effort toward liberating subsistence consumers from the vicious cycle of retailers’ exploitation by empowering them with marketplace intelligence. This study’s novelty lies in conceptualizing consumer vulnerabilities in the subsistence marketplace as a self-perpetuating phenomenon and subsequently designing a holistic learning program to impart intelligence toward alleviating these vulnerabilities.

Project-based learning approach to the formation of digital competencies of students of universities in Russia and India

Modern challenges in society require universities to move from a traditional to a competency-based technology integrated learning environment. Students must master a variety of newer complex competencies such as: learn to independently search for information, analyze it, and apply it to solve various real time problems through their content knowledge. One of the possible tools for developing these newer competencies is ICT integrated project-based learning (PBL). The present study conducts an ICT integrated practicum to the internationally paired undergraduate students of Indian and Russian universities. The practicum included a collaborative work towards a common theme. Findings of the study reveals that the outputs generated by ICT integrated PBL provided confidence to the participants to use technology tools in a global learning environment to solve real time problems. Study suggested requirements for project organization, technology tools, and a design to implement such projects. Further, it reveals how virtual teams work on a project in an online environment. Study recommends future researchers to focus on more such empirical studies and its efficacy.

Blended System for Data-Driven Learning of English for Specific Purposes

English for Specific Purposes (ESP) and Data-Driven Learning (DDL) are two constructivist and student-centered approaches to language pedagogy that are well-established in second language acquisition. Despite recent fruitful attempts to unify the two approaches for enhanced pedagogical effectiveness, current technological bottlenecks, characterized by a lack of specialized functionality and accessible interfaces for ESP learning, have limited their application in a broader range of scenarios such as blended language learning.
 To address these issues, the present paper proposes the design and development of a new DDL system tailored to the needs of ESP pedagogy, with functions specifically designed to foster student-centered learning and develop genre awareness at different stages of the ESP learning process. Built on a flexible plug-in architecture, the system utilizes state-of-the-art NLP tools for efficient multilayered linguistic annotation and indexing, made query-able through a user-friendly web interface that minimizes expertise required for DDL activities. We demonstrate the usefulness of the system with a case study showcasing its key functions for data-driven ESP learning, and discuss its potential use in an integrative blended learning environment.

The Flipped Learning Strategy’s Effect on Developing Gifted Female Students’ Achievement in Grammar Course in the Southern Region in Jordan

This study ultimately intended to manifest the strategy of flipped learning strategy along with its effect on developing gifted female students’ achievement in grammar course at King Abdullah II Schools for Excellence, in the southern region of Jordan. To achieve this study’s objectives and answer its question, the quasi-experimental approach was used. Moreover, the study tools included: the teacher's guide for flipped learning and a test of the grammar course content for the eighth-grade female students. Besides, the study sample ultimately included (30) female students. They were ultimately divided equally into a control and an experimental group. The study found that there are obvious differences with statistical significance, at the significance level of (α≤0.005), between the scores concerning the members of both the experimental group and the control group, in the post-test scale, on the achievement test. Such differences were for the experimental group. Moreover, it also concluded that there are no obvious statistically significant differences, at the significance level of (α≤0.005), concerning the mean scores related to the experimental group’s members, in the post-test scale as well as the follow-up on the achievement test. Therefore, with reference to this study’s results, the researchers recommended that it is important to employ e-learning and integrated learning environments, which are based on technological innovations, in the process of education.

Teaching Note—Student Satisfaction With an Integrative Research Learning Environment

ABSTRACT The Social Work integrative Research Lab (SWiRL) provides opportunities for undergraduate students to engage meaningfully with research and allows graduate students to develop mentoring skills. We conducted a survey of alumni (N=20) to learn whether: a) alumni endorsed the benefits of participation and b) SWiRL experiences contributed to professional development. We also conducted a social network analysis (N=16) of current participants to explore community dynamics. The data supported our assertions that participation in SWiRL helped establish the value of research and fostered both leadership development and community. Satisfied alumni were diverse and reported acquiring skills beyond research, including career and identity development. Many of the study participants reported using their skills in their current jobs.