New Era Of Learning Research Articles

Advancing Educational accessibility and experiences: A sophisticated Chatbot integration approach

The integration of chatbots into the educational sector has ushered in a new era of learning and administrative support. This review paper explores the dynamic landscape of chatbots within educational institutes, focusing on their evolution and the emergence of innovative trends. From their early days as basic information providers to their current roles as personalized learning companions, chatbots have undergone significant transformations. The study identifies key milestones in the evolution of chatbots in education, highlighting their transition from rule-based systems to intelligent learning assistants. Moreover, this review delves into the latest trends shaping the chatbot ecosystem in education. It underscores the growing emphasis on Al-powered personalization, multimodal interfaces, and integration with Learning Management Systems (LMS) to streamline administrative tasks. Chatbots are no longer confined to text-based interactions; they now support voice and video, making education more accessible and inclusive. Additionally, they are contributing to mental health support and counseling services, addressing the well-being of students. The paper will argue that chatbots have the potential to revolutionize education by providing students with personalized learning experiences, supporting students with special needs, and promoting student engagement. However, it is important to address the ethical implications of using chatbots in education, such as privacy and bias. The paper will be of interest to educators, researchers, and policymakers who are interested in learning more about the potential of chatbots to transform education. Keywords— Deep Learning, Machine learning, NLP, Voice Assistant, Linux, Artificial Intelligence, Speech Recognition, LLMs.

Connecting Classrooms: Empowering Higher Education in Malaysia through Interactive Video Learning

The study "Connecting Classrooms: Empowering Higher Education in Malaysia Through Interactive Video Learning" investigates the transformative influence of interactive video learning on the Malaysian higher education scene. As technology continues to transform old educational paradigms, interactive video learning has emerged as a powerful change agent, fostering a dynamic and interconnected learning ecology. The goal of this study is to highlight the various benefits of interactive video learning, examining how it increases students' learning experiences and empowers instructors to reimagine their pedagogical techniques. This digital revolution, by bridging geographical obstacles, enables seamless knowledge-sharing, collaborative projects, and real-time interactions among students and educators, transcending space and time constraints. In this exploration, we share fascinating case studies and success stories of Malaysian educational institutions that have embraced interactive video learning, demonstrating its positive influence on student engagement, critical thinking, and inclusion. We look at the practicality of incorporating technology into the classroom, addressing potential issues and suggesting effective ways to ensure a smooth transition. This study perceives a bright future for higher education in Malaysia via the lens of interactive video learning. We address current trends and emphasise the significance of technology in developing flexible and forward-thinking graduates who are equipped to succeed in an interconnected society. Interactive video learning, through empowering both students and instructors, is a potent activator of collaborative and rewarding educational experiences in the Malaysian environment. Finally, "Connecting Classrooms: Empowering Higher Education in Malaysia through Interactive Video Learning" recognises technology's revolutionary potential in the educational arena. As we embrace this digital frontier, we usher in a new era of learning that will move Malaysian higher education towards greater inclusivity, connectedness, and academic success.

Natural language processing for drug information extraction : Advancing knowledge discovery in biomedical literature

Natural language processing (NLP) has emerged as an important tool in the biomedical industry for bettering medication information extraction and other knowledge gathering. In this study, we explore the use of natural language processing (NLP) techniques to glean useful insights from massive volumes of biological literature, with the goal of better comprehending data pertaining to drugs. We want to automate the extraction of crucial aspects such drug interactions, side effects, and efficacy by utilizing sophisticated language models and semantic analysis. Effective and comprehensive drug information retrieval will be encouraged. Our innovation improves the drug development process by facilitating the rapid exploration of big databases for previously unknown connections and patterns. By facilitating the synthesis of data from several sources, NLP in biomedical research speeds up information extraction, which in turn accelerates drug development and improves patient care by allowing for evidence-based decision making. This research demonstrates the promising potential of natural language processing (NLP) for unraveling the complexities of drug-related data, ushering in a new era of learning in the biomedical field.

Modern information technology boosts the teaching reform of mechanical engineering

Abstract Integrating advanced information technology into mechanical engineering education heralds a new era of learning and experimentation. Through the adoption of virtual instrument technology coupled with VRML tools, this paper presents a cutting-edge virtual laboratory system. This system melds virtual simulation with hands-on mechanical testing and encompasses data acquisition and analysis modules, facilitating a comprehensive range of mechanical engineering experiments. By applying this virtual lab to studying acoustic emission sensors, we investigate its efficacy in mechanical engineering education. The outcomes demonstrate a noteworthy independent task completion rate of over 0.8 for experiments 1 to 6, highlighting the virtual lab’s significant role in enriching students’ mastery of experimental concepts and aiding the experimental teaching process.

AI, Concepts of Intelligence, and Chatbots: The “Figure of Man,” the Rise of Emotion, and Future Visions of Education

Background: Artificial intelligence (AI) applications have been implemented across all levels of education, with the rapid developments of chatbots and AI language models, like ChatGPT, demonstrating the urgent need to conceptualize the key debates and their implications for a new era of learning and assessment. This adoption occurs in a context where AI is dramatically remapping “the human,” the purposes of schooling, and pedagogy. Focus of Study: The paper examines how different formulations of “human” became interwoven with the sliding signifier of “intelligence” through a series of violent exclusions, and how the shifting contour of “intelligence” produces uneven and unjust ontological scales undergirding both education and AI fields. Its purpose is to engage the education research community in dialogue about biases, the nature of ethics, and decision-making concerning AI in education. Research Design: This paper adapts a historical-philosophical method. It traces the effects of colonialism and racialization within humanism’s emergence through Sylvia Wynter’s historiography of “figure of Man,” especially via the invention of “intelligence,” which has linked education and computer science. It also investigates themes central to modern education such as justice, equity, and in/exclusion through a philosophical examination of the ontological scales of “human.” Conclusions: After outlining how “intelligence” has shifted from reason-as-morality to concepts of natural intelligence, we argue that current examples of AI in Education (AIEd), like classroom chatbots and social agents, constitute an intermediary point in the arc toward a new computational superintelligence—the emergence of man3—illustrating the opportunities, risks, and ethical issues in pedagogical applications based on emotion. We outline three differing visions of AIEd’s future, concluding with a series of provocations (onto-epistemological, practice-based, and purposes of schooling) that exceed such models and that, given rapid innovations in machine learning, require urgent consideration from multiple stakeholders.

A New Era of Learning: Considerations for ChatGPT as a Tool to Enhance Statistics and Data Science Education

ChatGPT is one of many generative artificial intelligence (AI) tools that has emerged recently, creating controversy in the education community with concerns about its potential to be used for plagiarism and to undermine students’ ability to think independently. Recent publications have criticized the use of ChatGPT and other generative AI tools in the classroom, with little focus on the potential benefits. This article focuses on the potential of ChatGPT as an educational tool for statistics and data science. It encourages readers to consider the history of trepidation surrounding introducing new technology in the classroom, such as the calculator. We explore the possibility of leveraging ChatGPT’s capabilities in statistics and data science education, providing examples of how ChatGPT can aid in developing course materials and suggestions for how educators can prompt students to interact with ChatGPT responsibly. As educators, we can guide the use of generative AI tools in statistics and data science classrooms so that students and educators can leverage the benefits of this technology.

Learning in the COVID-19 pandemic and beyond: development and rapid uptake of an online learning platform for vascular surgery.

With the onset of the COVID-19 pandemic, alternative methods of delivering medical education were rapidly required. An online learning platform was developed with the aim of providing high-quality, accessible learning to vascular specialty trainees. We describe the design, delivery and analysis of the first 15 months of the platform. Although originally a regional initiative, we discuss how popularity and feedback led to a rapid expansion of the training programme internationally. A fully online educational platform for vascular surgery specialist trainees was developed. The primary aims and ethos of the programme were that it should be easily accessible from any location, convenient, flexible, cooperative and collaborative, social and free financially to access. All learning resources were researched carefully and based on the UK vascular surgery curriculum and 20 seminal papers targeted in the Vascular Specialist Fellow of the Royal College of Surgeons (FRCSVasc) examination. The project demonstrated that it is feasible to design, build and deliver a postgraduate clinical teaching platform with minimal time requirement, resources and cost while creating and maintaining high-quality content. Rapid national and international uptake has proven there is demand - in addition to overwhelmingly positive feedback from educators and learners, this demonstrates that previously perceived barriers to online education can be overcome. At present, 53 educational sessions have been delivered and are available in the online library, and in the past year (8 December 2020 to 8 December 2021) the website has been accessed 3,877 times. Although the programme has grown and evolved, a strong focus is being kept on its original ethos and aims - easily accessible, collaborative, free learning resources for all vascular professionals, based on the UK vascular surgery curriculum. Making learning convenient is key. The COVID-19 pandemic may be a watershed moment for a new era of learning. It is an opportunity for people from different backgrounds to share experiences and to develop cohesion within a hospital and network, nationally and worldwide.

Impacts of the Pandemic on Business Education: A New Era of Learning

Impacts of the Pandemic on Business Education: A New Era of Learning

A Passport for a New Era of Learning.

Over the last several years, there has been a surge of readily available curricular resources for global health (GH) educators that theoretically has enabled them to overcome the barrier of needing to create new content for their programs. Despite this increase in available resources, integrating GH education into the already busy schedule of residency is a common challenge to the growing number of GH track directors. In this perspectives piece, GH educators from multiple institutions will share a novel model for packaging, administering, and monitoring GH educational curricula. This model transposes traditional GH learning objectives into self-paced, longitudinal maps of opportunities suitable for the time-intensive demands of residency, with flexibility for individual learning preferences and built-in tracking mechanisms.

Human Action Recognition Based on Transfer Learning Approach

Human action recognition techniques have gained significant attention among next-generation technologies due to their specific features and high capability to inspect video sequences to understand human actions. As a result, many fields have benefited from human action recognition techniques. Deep learning techniques played a primary role in many approaches to human action recognition. The new era of learning is spreading by transfer learning. Accordingly, this study's main objective is to propose a framework with three main phases for human action recognition. The phases are pre-training, preprocessing, and recognition. This framework presents a set of novel techniques that are three-fold as follows, (i) in the pre-training phase, a standard convolutional neural network is trained on a generic dataset to adjust weights; (ii) to perform the recognition process, this pre-trained model is then applied to the target dataset; and (iii) the recognition phase exploits convolutional neural network and long short-term memory to apply five different architectures. Three architectures are stand-alone and single-stream, while the other two are combinations between the first three in two-stream style. Experimental results show that the first three architectures recorded accuracies of 83.24%, 90.72%, and 90.85%, respectively. The last two architectures achieved accuracies of 93.48% and 94.87%, respectively. Moreover, The recorded results outperform other state-of-the-art models in the same field.

Global distance learning for Japanese generalists: The new era of learning.

Global distance learning for Japanese generalists: The new era of learning.

Analysis of M-Learning Requirements in Arabic Language Learning

This article discusses the level of M-learning needed in Arabic language learning. This was a quantitative study using questionnaires as a research instrument for obtaining data. A total of 272 students were involved in this study. The method of analysis used was descriptive. The data obtained were analysed using the SPSS version 24.0 software to obtain percentage, mean, and standard deviation. The findings showed that respondents’ perceptions of factors affecting the implementation of mobile learning and the level of readiness of mobile learning are at a high level. Hence, the concept of mobile learning is very useful in learning Arabic in this new era of learning. In addition, the findings showed that students had sufficient knowledge and awareness to use mobile technology in their educational environment. This study is very useful for those who want to develop mobile learning applications. Keywords: Needs analysis, Mobile learning, Arabic language, teaching and learning DOI: 10.7176/JEP/10-24-04 Publication date: August 31st 2019

Beyond the Quality Illusion: The Learning Era.

By highlighting the intangible, personal, contextual, and illusory nature of "quality," the authors reconceptualize quality improvement as a pluralistic and moral journey. They imagine a new era of quality improvement in which patients and health care providers work together to understand and achieve quality. The authors recommend, for the path forward, a "travel kit" of 10 crucial elements-compassion, deliberation, flexible goals, ownership, the engagement of patients, the inclusion of payers, the involvement of learners, feedback loops, the fostering of learning, and the application of different sources of knowledge-to reframe quality improvement in a new era of learning.

Problem Based Learning to Enhance Students Critical Thinking Skill via Online Tools

Critical thinking in 21st century has been recognized as a skill for citizens. Critical thinking is define as the intellectual thinking skills like analyzing, reasoning, problem solving, creative thinking, making judgement and good decision maker. One way to enhance critical thinking skill is by Problem Based Learning (PBL) approach and it is already widely utilized in educational course as problem solving in learning assessment. Meanwhile, an online tool is the effective approach for teaching and learning in worldwide nowadays. Recently, the previous papers more focus on PBL and the outcome of critical thinking, but not the process, tools to support especially in the new era of learning. There is quite a few paper discuss about using online tools in PBL and critical thinking. The purpose of this review is to look into how the online tools were tackled by previous scholars and the latest trends on online tools in PBL to enhance critical thinking skill. The finding is based on past articles from the other researchers before. Hopefully, this study will contribute to the introduction of a new era of understanding the importance of PBL to enhance critical thinking skill via online tools.

Cerebrovascular Operative Anatomy: An Immersive 3D and Virtual Reality Description.

The innate detail of the cerebrovasculature is a demonstration of the structural complexity exhibited within the nervous system and highlights the challenges intrinsic to surgically influencing this system. Bridging the knowledge gap between the 2-dimentional learning environment and the 3-dimensional (3D) clinical setting is a challenge requiring experience. Computer graphic technology provides an opportunity for the learner to step into a new era of learning via the use of interactive 3D models and virtual reality. To create virtually anatomically accurate cerebrovascular models with superior detail and visual appeal. High-resolution angiographic radiological studies were utilized to create virtual 3D models which were edited for anatomical accuracy and artistry post-processing. We have created anatomically realistic and detailed 3D virtual models of the cerebrovascular structures including the arterial and venous systems. The relevant surgical anatomy of the bony and brain structures was also included. In addition, these models were used to illustrate the pathoanatomy of a deep vascular malformation to demonstrate the potential of this technology. These models allow user interactivity in the 3D environment for improved understanding of anatomical relationships. Advances in computer graphics have invited a new era of education and experiential learning. The authors have created an immersive virtual 3D model of the cerebrovasculature to augment education, research, and clinical applications.

Analysis on the Reform and Innovation of Continuing Education Management in Large Data Period

Education is an eternal topic, has always got much attention. In China, an ancient civilization, national education has been attached great importance since ancient times. In recent years, the competition between countries become more and more intense, and the core of it is talent competition. In order to better meet the challenges of the times, the state has successively introduced the strategy of rejuvenating the country through science, technology and education and the strategy of reinvigorating China through human resource development. People also began to establish the concept of lifelong learning. The development of Internet technology has opened a new path for education, and the development of Internet technology and communication technology has laid a technical foundation for the development of distance education and continuing education. At present, China is committed to creating a new era of learning for lifelong learning. Under the background of large data, it analyzes the problems existing in continuing education, reforms the current teaching situation, innovates the teaching mode, and deepens the continuing education and creates the learning society, to promote the sustainable development of human society.

Next-generation learning and training: The Cy-TEST experience.

On the basis of pioneering achievements with Cy‐TEST, it is possible that a new era of learning, training, and testing in cytopathology and histopathology is coming.

Multidimensional decision model for classifying learners: the case of massive online open courses (MOOCs)

A new era of learning is arising, due to the development of the digital world and the maturity of web technologies. Massive open online courses (MOOCs) have emerged in this context and are challenging classical learning in spite of boundaries of time and space. They aim to provide good-quality education to masses that cannot be part of traditional university and school learning processes. This emancipation is coupled with a large amount of data collection via learning platforms. These data constitute a great opportunity to study interactions and to profit from this, in order to optimise learning and knowledge transfer. The challenge in creating value is how to represent, analyse and reuse data in order to characterise learners and so lead to better knowledge transfer. We focus, in this article, on the context of MOOC platforms based on Open edX (The leading online courses platform, initially developed by MIT and Harvard). The purpose of this paper is to propose a decision model that takes advantage of the different data-sets available on the learning platform in order to classify learners based on their behaviour and expertise. To this end, we propose a multi-agent approach that represents human actors using intelligent agents. A coordinator agent implements the multi-criteria decision model in order to optimise the learning process. This agent employs clustering algorithms and has an overview of the learning platform that enables it to assist learners and to learn from experiences and about other agents’ behaviour.

The NCSBN National Simulation Study: A Longitudinal, Randomized, Controlled Study Replacing Clinical Hours with Simulation in Prelicensure Nursing Education

Providing high-quality clinical experiences for students has been a perennial challenge for nursing programs. Short patient length of stays, high patient acuity, disparities in learning experiences, and the amount of time instructors spend supervising skills have long been issues. More recently, other challenges have emerged: more programs competing for limited clinical sites, faculty shortages, facilities not granting students access to electronic medical records, and patient safety initiatives that decrease the number of students allowed on a patient unit or restrict their activity to observing care. With high-fidelity simulation, educators can replicate many patient situations, and students can develop and practice their nursing skills (cognitive, motor, and critical thinking) in an environment that does not endanger patients. As the sophistication of simulation has grown over the last 10 years, the number of schools using it has increased as well, and boards of nursing (BONs) have received requests from programs for permission to use simulation to replace some traditional clinical experience hours. However, the existing literature does not provide the level of evidence that BONs need to make a decision on simulation as a replacement strategy. Though studies indicate that simulation is an effective teaching pedagogy, they lack the rigor and generalizability to provide the evidence needed to make policy decisions. The NCSBN National Simulation Study, a large-scale, randomized, controlled study encompassing the entire nursing curriculum, was conducted to provide the needed evidence. Incoming nursing students from 10 prelicensure programs across the United States were randomized into one of three study groups: ●Control: Students who had traditional clinical experiences (no more than 10% of clinical hours could be spent in simulation) ●25% group: Students who had 25% of their traditional clinical hours replaced by simulation ●50% group: Students who had 50% of their traditional clinical hours replaced by simulation. The study began in the Fall 2011 semester with the first clinical nursing course and continued throughout the core clinical courses through graduation in May 2013. Students were assessed on clinical competency and nursing knowledge, and they rated how well their learning needs were met in both the clinical and simulation environments. A total of 666 students completed the study requirements at the time of graduation. At the end of the nursing program, there were no statistically significant differences in clinical competency as assessed by clinical preceptors and instructors (p=0.688); there were no statistically significant differences in comprehensive nursing knowledge assessments (p=0.478); and there were no statistically significant differences in CLEX® pass rates (p=0 737) among the three study groups The study cohort was also followed for the first 6 months of clinical practice There were no differences in manager ratings of overall clinical competency and readiness for practice at any of the follow-up survey time points: 6 weeks (p=0 706), 3 months (p=0.511), and 6 months (p=0.527) of practice as a new registered nurse. The results of this study provide substantial evidence that substituting high-quality simulation experiences for up to half of traditional clinical hours produces comparable end-of-program educational outcomes and new graduates that are ready for clinical practice.

JADE based Virtual Checker to Avoid Plagiarism in MOOC's

MOOC's (Massive open online classes) have ushered in a new era of learning overcoming the boundaries of time and geography to provide high quality education to masses who cannot afford university education. The major drawback however is that although they have best tried to capture classroom environment but facets such as teacher-student interaction and the usefulness of assignments as a source for enhanced understanding of subject matter have not been captured. Also it has led to plagiarism, which not only is a serious hazard but is also staining the otherwise excellent image the MOOC's could have had. In this paper we propose a JADE based multi-agent system(MAS) as an effective step to solve the problem of plagiarism. The system has considered 2 types of plagiarism namely local and internet-based plagiarism. This will be used to filter out the students caught in plagiarism and students who come out clean will then have their solutions checked by using LEXICAL ANALYSIS to determine the styling and subjected to tests as well as code- checker to check for logical and syntactical correctness.