Informatics Education Research Articles

Policy analysis combining artificial intelligence and text mining technology in the perspective of educational informatization

Policy analysis combining artificial intelligence and text mining technology in the perspective of educational informatization

Strategies of Effective Online Teaching and Learning in Vocational Computer Programming Education

Background and Aim: This research analyzes the existing issues with online teaching and learning in vocational computer programming education, devises strategies for online teaching and learning, and then implements and adjusts these strategies to confirm their effectiveness. The expected strategies for effective online teaching and learning proposed in this study include nine aspects: The study focuses on the following nine aspects: 1) the informatization teaching ability of teachers; 2) the autonomous learning ability of students; 3) the interaction between online teaching and learning; 4) the course content; 5) the teaching resource; 6) the teaching design; 7) the learning engagement; 8) school policy support; and 9) the online teaching and learning platform. Methodology: The sample consisted of 21 experts with qualified Delphi requirements from high vocational colleges in Guangxi, as well as 60 computer program students in their second year of study. Research instruments include an open-ended interview and Likert scale questionnaire, as well as data analysis using median, mode, interquartile range, percentage, and descriptive analysis. Results: The research results found that online teaching and learning in vocational computer programming education in aspects were at a medium-high level; after implementing and readjusting the strategies, the effectiveness of online classes was comparable to that of traditional classes. The research results summarized 80 strategies and suggestions for online teaching and learning in vocational computer programming education and put forward a discussion of the future development trend. Conclusion: The study's findings show that, with some strategic modifications, online instruction in vocational computer programming education achieved a medium-high effectiveness that was on par with traditional classroom settings. The study also offered eighty strategies and insights for the advancement of online education in this field in the future.

College Teachers’ Informatization-Based Teaching Ability and Performance

Teachers' informatization teaching ability is vital for integrating modern technology with educational practices, especially as technologies continue to evolve. These skills are critical for advancing the modernization of education and improving teaching quality, particularly in higher education. National policies in China, such as the "Education Informatization 2.0 Action Plan," highlight the importance of enhancing teachers' technological capabilities to meet the challenges of contemporary education. Focusing on the informatization teaching abilities of college teachers in Hunan Province, this research employed a descriptive quantitative method, gathering data from students and teachers at five universities. Significantly low to no correlation was shown between students' evaluations of teachers' technological proficiency and teachers' self-efficacy, though other factors, including in pedagogical strategies and digital resource integration, did not show significant relationships. Although college teachers have acquired basic informatization teaching skills, there remains room for improvement in areas like teaching implementation and evaluation. To address these gaps, targeted training programs, collaborative skill development initiatives, and up-to-date professional development aligned with technological advancements are recommended as strengthening these areas is essential for enhancing teachers' informatization capabilities and supporting the ongoing modernization of higher education in China.

New Directions and Development Models for College Student Education based on Machine Learning Classification Algorithms

For the contemporary student teaching system, the information-based education management system has played a positive role in the rapid promotion of teaching. In order to get the teaching exploration data of modern information management from the data increment on the Internet, this paper updates the technology of data mining. This paper constructs a quantitative table for teacher positions and conducts ideological and political job evaluations in the database. This paper mainly focuses on the management and construction of ideological informatization based on the [Formula: see text]-means algorithm. By using the [Formula: see text]-means algorithm to analyze the daily behavior data of students, we can discover their behavior patterns and trends, providing decision support for student management. For example, by analyzing data such as students’ internet time, social activities, and library borrowing records, we can understand their interests, hobbies, and learning habits, providing a foundation for personalized education. Cluster analysis of students’ ideological and political performance using the [Formula: see text]-means algorithm can identify student groups with different ideological tendencies. This helps schools to carry out targeted ideological and political education work, and improve the pertinence and effectiveness of ideological and political education. Through quality tracking analysis of educational evaluation, it has carried out educational informatization tracking management using an information model. In the process of judging and analyzing different subjects, it utilized the hot topics of universities for a more comprehensive information intelligent tracking management.

Informatization teaching ability, satisfaction, and effectiveness among Chinese computer teachers

Informatization teaching ability, satisfaction, and effectiveness among Chinese computer teachers

An exploration of teaching reform of management course based on rain class and participatory teaching under OBE concept

Management is the core course of business administration majors. In order to drive educational modernization through educational informatization, this article explores the teaching reform of management based on the concept of learning output education (OBE). It is guided by student output and follows the principle of "reverse design and positive implementation". In terms of implementation, it is specifically divided into learning goal reconstruction, course content integration The teaching process and the construction of an evaluation system are four steps. During the teaching process, the implementation of rain classroom and participatory teaching mode has broken through traditional time and space limitations, extending the interaction and communication between teachers and students from the classroom to pre class and post class, achieving a good loop of "pre class in class after class". This teaching reform practice can promote the improvement of the quality of management teaching and is conducive to cultivating high-quality management talents.

Building bridges - Fostering collaborative education in training dental informaticians.

Dental informatics is an emerging discipline. Although the accreditation agency governing dental education programs asserts the importance of informatics as foundational knowledge, no well-defined dental informatics courses currently exist within the standard predoctoral dental curriculum. There is a nationwide lack of dental informatics academic programs. This training gap is due to a lack of qualified dental informaticians to impart knowledge on dental informatics. This paper aims to introduce a novel conceptual framework for an interdisciplinary dental informatics program in preparing students to become dental informaticians. In 2023, we developed a standalone graduate certificate program in dental informatics at Indiana University (IU) School of Dentistry in collaboration with IU Luddy School of Informatics, Computing, and Engineering and IU Fairbanks School of Public Health. Feedback was collected through online surveys to assess course quality from students who took Introduction to Health Information in Dentistry. Feedback was analyzed qualitatively, utilizing a thematic analysis approach. Common responses relevant to dental informatics education were grouped into themes. Five major themes emerged during our analysis of the students' feedback: foundational knowledge and skills; experiential learning: learning by doing; access to resources and working on clinical information systems; health promotion through team-based learning; and retention of knowledge assessment and application. A conceptual framework was formulated through these themes as a guideline for future program improvement. This interdisciplinary educational program framework showed how students and faculty from various disciplines could collaborate, learn from each other, and bring in expertise from different domains. The collaboration happens in clinical, laboratory, and virtual settings to acquire hands on learning through practice and research projects. The developed conceptual framework aligned with the interdisciplinary nature of dental informatics. It can potentially be adopted by other interdisciplinary informatics programs in health and non-health care disciplines.

Special Issue on Informatics Education: Vanderbilt Clinical Informatics Center Education Strategy: To Infinity and Beyond!

The Vanderbilt Clinical Informatics Center (VCLIC) is based in the Department of Biomedical Informatics (DBMI) and operates across Vanderbilt University Medical Center (VUMC) and Vanderbilt University (VU) with a goal of enabling and supporting clinical informatics research and practice. VCLIC supports several types of applied clinical informatics teaching, including teaching of students in courses, professional education for staff and faculty throughout VUMC, and workshops and conferences that are open to the public. In this paper, we provide a detailed accounting of our center and institution's methods of educating and training faculty, staff, students, and trainees from across the academic institution and health system on clinical informatics topics, including formal training programs and informal applied learning sessions. Through a host of informal learning events, such as workshops, seminars, conference-style events, bite-size instructive videos, and hackathons, as well as several formal education programs, such as the Clinical Informatics Graduate Course, Master's in Applied Clinical Informatics, Medical Student Integrated Science Course, Graduate Medical Education Elective, and Fellowship in Clinical Informatics, VCLIC and VUMC provide opportunities for faculty, students, trainees, and even staff to engage with Clinical Informatics topics and learn related skills. The described programs have trained hundreds of participants from across the academic and clinical enterprises. Of the VCLIC-held events, the majority of attendees indicated through surveys that they were satisfied, with the average satisfaction score being 4.63/5, and all events averaging a satisfaction score of greater than 4. Across the 20 events VCLIC has held, our largest audiences are DBMI, HealthIT operational staff, and students from the medical and nursing schools. VCLIC has created and delivered a successful suite of formal and informal educational events and programs to disseminate clinical informatics knowledge and skills to learners across the academic institution and healthcare system.

Progress Achieved, Landmarks, and Future Concerns in Biomedical and Health Informatics.

The biomedical and health informatics (BMHI) fields have been advancing rapidly, a trend particularly emphasised during the recent COVID-19 pandemic, introducing innovations in BMHI. Over nearly 50 years since its establishment as a scientific discipline, BMHI has encountered several challenges, such as mishaps, delays, failures, and moments of enthusiastic expectations and notable successes. This paper focuses on reviewing the progress made in the BMHI discipline, evaluating key milestones, and discussing future challenges. To, Structured, step-by-step qualitative methodology was developed and applied, centred on gathering expert opinions and analysing trends from the literature to provide a comprehensive assessment. Experts and pioneers in the BMHI field were assigned thematic tasks based on the research question, providing critical inputs for the thematic analysis. This led to the identification of five key dimensions used to present the findings in the paper: informatics in biomedicine and healthcare, health data in Informatics, nurses in informatics, education and accreditation in health informatics, and ethical, legal, social, and security issues. Each dimension is examined through recently emerging innovations, linking them directly to the future of healthcare, like the role of artificial intelligence, innovative digital health tools, the expansion of telemedicine, and the use of mobile health apps and wearable devices. The new approach of BMHI covers newly introduced clinical needs and approaches like patient-centric, remote monitoring, and precision medicine clinical approaches. These insights offer clear recommendations for improving education and developing experts to advance future innovations. Notably, this narrative review presents a body of knowledge essential for a deep understanding of the BMHI field from a human-centric perspective and, as such, could serve as a reference point for prospective analysis and innovation development.

Tutoring Innovation of Educational Informatization Transformation Path Based on Intelligent CAD and Trusted Neural Network

Tutoring Innovation of Educational Informatization Transformation Path Based on Intelligent CAD and Trusted Neural Network

Special Issue on Informatics Education A Longitudinal Graduate Medical Education Curriculum in Clinical Informatics: Function, Structure, and Evaluation.

There is a need to integrate informatics education into medical training programs given the rise in demand for health informaticians and the call on the Accreditation Council for Graduate Medical Education (ACGME) and the body of undergraduate medical education (UGME) for implementation of informatics curricula. This report outlines a 2-year longitudinal informatics curriculum now currently in its seventh year of implementation. This report is intended to inform United States (US) Graduate Medical Education (GME) program leaders of the necessary requirements for implementation of a similar program at their institution. The curriculum aligns with the core content for the subspecialty of clinical informatics (CI) and is led by a multidisciplinary team with both informatics and clinical expertise. This educational pathway has a low direct cost and is a practical example of the academic learning health system (aLHS) in action. The pathway is housed within an internal medicine department at a large tertiary academic medical center. The curriculum has yielded 13 graduates from both internal medicine (11, 85%) and pediatrics (2, 15%) whose projects have spanned acute and ambulatory care and multiple specialties. Projects have included Clinical Decision Support (CDS) tools, of which some will be leveraged as substrate in applications seeking extramural funding. Graduates have gone on to CI board certification and fellowship, as well as several other specialties, creating a distributed network of clinicians with specialized experience in applied CI. An informatics curriculum at the GME level may increase matriculation to CI fellowship and more broadly increase development of the CI workforce through building a cadre of physicians with HIT expertise across specialties without formal CI board certification. We offer an example of a longitudinal pathway which is rooted in aLHS principles. The pathway requires a dedicated multidisciplinary team and departmental and IT leadership support.

The Impact of Undergraduate Informatics Education on Nurses' Acceptance of Information and Communication Technologies: A Cross-sectional Study.

This study aimed to examine if exposure to undergraduate nursing informatics educational modalities (ie, lecture, laboratory, and clinical experiences) made a difference in the acceptance of information and communication technologies among nurses in the practice setting. Also, to examine if there was a relationship between selected demographic characteristics and nurses' acceptance of information and communication technologies, a cross-sectional design was used for this study. The Technology Acceptance Model was the theoretical framework for this study. The modified Nursing Acceptance Survey was used to collect data based on the Technology Acceptance Model. The results indicated that exposure to undergraduate informatics education significantly influenced nurses' acceptance of information and communication technologies. The results identified laboratory and clinical as educational modalities influencing nurses' acceptance of information and communication technologies. Demographic characteristics have no statistically significant relationship to nurses' acceptance of information and communication technologies. The results showed that undergraduate informatics education statistically influences nurses' acceptance of information and communication technologies. Findings provide insight into that undergraduate informatics education is important for accepting information and communication technologies among nurses in the practice setting. Also, the findings recognized laboratory and clinical experiences as effective learning modalities for accepting information and communication technologies.

HVCMM: A Hybrid-View Abstractive Model of Automatic Summary Generation for Teaching.

With the continuous development of educational informatization, more and more emerging technologies are applied in teaching activities. These technologies provide massive and multidimensional information for teaching research, but at the same time, the information obtained by teachers and students presents an explosive increase. Extracting the core content of the class record text through text summarization technology to generate concise class minutes can significantly improve the efficiency of teachers and students to obtain information. This article proposes a hybrid-view class minutes automatic generation model (HVCMM). The HVCMM model uses a multilevel encoding strategy to encode the long text of the input class records to avoid memory overflow in the calculation after the long text is input into the single-level encoder. The HVCMM model uses the method of coreference resolution and adds role vectors to solve the problem that the excessive number of participants in the class may lead to confusion about the referential logic. Machine learning algorithms are used to analyze the topic and Section of the sentence to capture structural information. We test the HVCMM model on the Chinese class minutes dataset (CCM) and the augmented multiparty interaction (AMI) dataset, and the results show that the HVCMM model outperforms other baseline models on the ROUGE metric. With the help of the HVCMM model, teachers can improve the efficiency of reflection after class and improve the teaching level. Students can review the key content to strengthen their understanding of what they have learned with the help of the class minutes automatically generated by the model.

Obstacles and enablers for using telehealth services online in nursing practice: A systematic review

Background: Comprehensive reporting on the barriers and enablers to telehealth adoption in industrialized nations has identified a wide range of significant factors. We aimed to get the important research information on the elements that nurses found most beneficial and hindering when using online telehealth services for nursing practice, we conducted a systematic review study. Method: This systematic review study was conducted in accordance with PRISMA principles. We searched for articles that discussed the aspects of using telehealth services for nursing practicum that nurse practitioners found most helpful and inconvenient. The international electronic databases that were used were Web of Science, Scopus CINAHL, and PubMed. The search was conducted for articles published in the period from 2011 and 2023. Only research that were written in English and published were considered. Results: We considered 7 articles in our systematic review analysis, totaling 3729 participants. Inadequate resources (time, money) were mentioned as barriers relevant to both organizational and patient issues. Negative attitudes, a lack of telehealth experience, and inadequate training and support were considered to be impediments to the use of telehealth (3). According to the findings of the Kleib et al., 2018 study, the following variables affect user competency and proficiency: age; Prerequisites for qualifying include prior knowledge of information technology and a sufficient, early, and continual informatics education. Conclusion: Numerous facilitators and obstracles were identified. In addition to administrative support, health professionals and information technology specialists must come to local agreements when transitioning from traditional face-to-face nursing practice to telehealth utilization.

A Survey Study on TPACK Framework for Normal Students of English Major in Ethnic Colleges and Universities: Empirical Analysis Based on Structural Equation Modeling

With the continuous advancement of education informatization, Technological Pedagogical Content Knowledge (TPACK), as a new theoretical framework, provides a novel method for measuring teachers’ informatization teaching ability. This study takes normal students of English majors from three ethnic universities as the research object, collects relevant data through questionnaires, and uses structural equation modeling to conduct data analysis and empirical research to investigate the differences in the TPACK levels of these students at different grades and the structural relationships among the elements in the TPACK structure. The technological pedagogical knowledge element of the TPACK structure was not obtained by exploratory factors analysis but through path analysis and structural equation modeling, the results show that the one-dimensional core knowledge of technological knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK) have a positive effect on the two-dimensional interaction knowledge of technological content knowledge (TCK) and pedagogical content knowledge (PCK); furthermore, TCK and PCK have a positive effect on TPACK; and TK, CK, and PK indirectly affect TPACK through TCK and PCK. On this basis, suggestions are provided to ethnic colleges and universities to develop the TPACK knowledge competence of normal students of English majors.

Conditions for training future computer science teachers based on a systems approach

The article deals with the issues of training future teachers of computer science at the Karaganda University named after Academician E.A. Buketov. The requirements for Hard-skills, Soft-skills of future teachers of computer science as specialists who own modern pedagogical and information technologies in accordance with the requirements of innovative socially-oriented development of Kazakhstan are highlighted. The content of educational programs, the catalogue of elective bachelor's degree courses «6B01505-Computer Science», «6B01506-Computer Science, ICT and Robotics» developed on the basis of a system and competency based approachs in collaboration with employers, are analysed. The purposeful work on preparing future informatics teachers for professional activities, owning digital technologies, is described, which contributes to their active life and professional adaptation, further personal and professional self-realization. Some aspects of the introduction of innovative approaches to the training of teaching staff are highlighted with an emphasis on improving the education content, the formation of a high level of information culture among future informatics teachers. The authors concluded that the logic of the disciplines’ sequence studied, the optimization of the content of educational programs in collaboration with teachers of schools, will lead to the formation of professional Hard-skills and personal Soft-skills competencies of future computer science teachers.

5G Communication Network and Federated Learning for College Accounting Informatization Teaching

At present, the social economy is entering the information age represented by computer, communication technology and network technology as the core, and the continuous development of modern information technology will certainly have a great impact on the teaching mode, content and methods of traditional accounting computerization. We aim to improve the existing higher vocational accounting teaching mode by building a multi-integrated teaching mode through federated learning based on 5G communication network as an environment for efficient information transfer. In addition, we develop a joint optimization strategy for priority-dependent task offloading, wireless bandwidth, and computational power in a distributed machine learning approach to ensure that more resources are allocated to users with higher priority while protecting user data privacy and reducing learning overhead. We have conducted extensive simulation experiments for both environments, and these simulation results demonstrate the effectiveness of our proposed solutions for different problems from different perspectives.

Model Construction of Chinese Language Teaching from the Perspective of Artificial Intelligence

With the evolution of the information age, artificial intelligence has become an important variable affecting future social development, and its educational value has been widely recognized. In 2018, the Ministry of Education's "Education Informatization 2.0 Action Plan" put forward higher requirements for teaching informatization. The integration of artificial intelligence and education is the only way to improve teaching quality and cultivate talents that adapt to the development of the times. The core of educational informatization is the intelligence of teaching, which makes teaching methods intelligent, educational communication intelligent, and teaching methods technological. In view of this, firstly, the basic characteristics of the teaching information model were analyzed; Secondly, the application of the Chinese language information model was analyzed; Once again, the implementation of the Chinese language information model was analyzed to explore the opportunities and challenges faced by improving the application of artificial intelligence; Finally, from the perspectives of schools and teachers, strategies and suggestions are proposed to improve Chinese language education and teaching from the perspective of artificial intelligence.

Design and implementation of a cloud computing based vocational college course teaching practice platform

In recent years, China’s vocational college education informatization construction has achieved significant results, but there is still a certain gap with the requirements of university informatization construction and education development. Firstly, the foundation for the construction of a public service platform for professional course resources is relatively weak, and there are insufficient shared mathematical professional course resources; Secondly, the construction of information infrastructure in some vocational college lags behind, and there is a shortage of high-quality and shared course resources. In addition, the application rate of information technology in professional course resources in vocational colleges is relatively low, which cannot fully meet the actual needs of China's vocational college reform and development. This article applies the theoretical foundation and practical methods of cloud computing to research and design a cloud computing based vocational college course teaching resource platform.

CONTENTS OF THE INFORMATIONAL AND METHODICAL COMPETENCE OF THE FUTURE CHEMISTRY TEACHER

The content of the informational and methodological competence of the future chemistry teacher is revealed in the article. The need to implement a competency-based approach to the professional training of future chemistry teachers was determined. It has been established that in the conditions of informatization of society, new components of the professional competence of the future chemistry teacher have arisen, related to the need for active use of information and communication technologies in the educational process. From the composition of the professional-pedagogical and methodical competence of the future chemistry teacher, the informational-methodical competence is distinguished, which is defined as a special system of personality quality, which represents the unity of competences in the field of chemistry, information and communication technologies, general and partial methods of teaching chemistry and educational technologies. The educational functions of the informational and methodological competence of the future chemistry teacher are defined: adaptive-corrective, stimulating-developmental, creative, normative-evaluative. It is proven that the formation of informational and methodological competence of the future chemistry teacher can be achieved as a result of the functioning of a complete didactic system, the most important function of which is to ensure the organization, management and orderliness of all components of the learning process related to the informatization of chemical education. It has been established that this will enable content-technological integration of various disciplines and create conditions for the formation and development of the informational and methodological competence of the future chemistry teacher. It is revealed that the informational and methodical competence in the structure of the future teacher’s professional activity performs specific functions and reveals specific properties determined by the peculiarities of professional activity in the information society. It has been proven that informational and methodical competence accumulates and structures all groups of professional and pedagogical competences and professionally significant personality qualities and is manifested in the ability to perform various professional functions and tasks based on the integration of informational, methodical and subject competences. We see the prospects for further research in the revealed structures of the informational and methodological competence of the future chemistry teacher.