Technology-enhanced Learning Environments Research Articles

Fathom: a technology-enhanced learning environment for teaching-learning of expand-reduce skills in software design

Software design problems are often characterized as ill-structured because the requirements are not clearly defined. These problems offer various solution paths and the criteria used to select the solution may not be known initially. The expertise and experience of designers play a crucial role in determining the quality of software design. Less experienced designers often tend to prematurely narrow down their options to a single solution without fully exploring the problem-solution space. This tendency has a negative impact on the overall quality of software design. Studies have shown that systematically expanding the problem space before reducing to problem formulation and exploring the solution space before reducing it to a single solution (expand-reduce skills) improves the quality of the design. We have designed and developed a technology-enhanced learning environment (TELE) named Fathom for scaffolding expand-reduce (ER) skills in software design problems in a data structures course. In this paper, we present three cycles of design, development, and evaluation of Fathom based on the design-based research (DBR) approach. In the first DBR cycle, we identified and evaluated Fathom’s pedagogical features in learning ER skills. In the second cycle of DBR, the aim was to improve the design of Fathom for the learning and transfer of ER skills. Fathom was revised in the third cycle of the DBR to scaffold metacognitive skills. The main contribution of this research is pedagogical design for facilitating the learning of expand-reduce skills in solving software design problems.

Smart teaching versus hard teaching: Insights from instructors from old and new classrooms in Ghana

Smart learning environment (SLE) modules are rapidly expanding with the advancement of technology. However, the concept is still new to many educational institutions in developing countries, with scant studies conducted using the African context. To avoid being left behind in the steps towards modernization, the qualitative study proposes the need to migrate from a traditional learning environment (TLE) to a SLE. Thirty-eight (38) teachers in Ghana who transitioned from TLE to a SLE were recruited to explore their pedagogical experiences in instructing in TLE (old classrooms) and SLE (new classrooms). Generally, teachers favoured SLE compared to TLE. Teachers were motivated to instruct in smart schools because of the affordances of smart technologies. They considered the ambience created in SLE as conducive to promoting their psychological well-being, facilitating their professional development, fostering good assessment strategies, and building twenty-first-century skills in learners needed in the labour market. However, a majority of the teachers perceived self-regulation and social interactions to be more effective in TLE. The key challenges in the SLE included network lag, limited funds to purchase data bundles, malfunction of learning management systems (LMS), and difficulty in designing a Smart App tailored to instructors’ and students’ interests. It is recommended that school administrators and policymakers continually revise SLE frameworks for a successful smart education. Future researchers can investigate how to promote personalized and adaptive learning in SLE and promising tools to assist instructors in technology-enhanced learning environments.

Hassle and Tussle: The Challenges of Teachers in Carmen National High School

This research paper provided a concise overview of the study that aimed to understand and address the challenges of teachers at Carmen National High School. The research aimed to explore the challenges of teachers, particularly how the prevailing obstacles significantly impacted their instructional capabilities. It entailed assessing in-person teaching experiences, coping strategies for challenges, improvement efforts, and insights gained from these encounters. Anchored in David Kolb's Experiential Theory, the study employed phenomenology to subjectively explore conscious experiences. It identified emerging themes among the challenges, coping mechanisms, and educational insights, shedding light on the complex landscape of teaching. Through participant responses, challenges such as understanding the different learning styles of students, staying up to date with learning technology, and the lack of effective communication with students were revealed. Coping mechanisms included creating engaging lesson plans for students as well as behavior and classroom management. Educational insights encompasshaving the right attitude in teaching,professional development, and acknowledging students’ characteristics. The conclusion discussed implications for stakeholders and proposed future directions for customized professional development, enhanced communication, and student-centered approaches, emphasizing the significance of fostering an inclusive, technology-enhanced learning environment and contributing to ongoing educational research.

FOSTERING DIGITAL TRANSFORMATIONS IN MILITARY ENGINEERING EDUCATION: INTRODUCTION OF A TECHNOLOGY-ENHANCED LEARNING ENVIRONMENT

Digital tools have become integral to training military engineers, and the introduction of a technology-enhanced learning environment may improve the educational process at higher military educational institutions. This study explores the impact of digital transformations in military engineering education through a technology-enhanced learning environment. To answer the research questions, mixed methodology was used, which involved integration and data triangulation matrices. The survey included 17 experts who possess the competences to evaluate the integration of technology into the learning environment. The results showed that a positive technology-enhanced learning environment is represented through ICT-supported learning, e-learning, blended learning, and virtual learning environments. The researchers distinguished groups of digital tools used at higher military educational institutions (communication tools, content creation tools, Learning Management Systems, collaboration tools, assessment tools, simulation and modelling, and adaptive learning tools). The impact of digital tools applied for the formation of professional competence among future military engineers was evaluated. Then, the algorithm for creating and developing a positive technology-enhanced learning environment was explained as the set of systematic measures used to design and implement a learning environment that integrates technology. The measures to be taken to foster digital technologies while training future military engineers were described during the study. The outcomes can be used to improve the existing system of military engineering education at the Ukrainian military institutions and to maximize the professional training at the active military units. Keywords: digital tools, higher military educational institution, learning environment, professional competence, technology-enhanced learning

Technological Advances in Early Childhood Bilingual Learning: A Quantitative Analysis

This study explores the multifaceted role of technology in augmenting early childhood bilingual education, emphasizing interactive software, multimedia resources, online communication, and programming for cognitive development. Through a series of quantitative analyses, this research delineates the significant impact of technology-enhanced learning environments on vocabulary acquisition, engagement, personalized learning, multimodal learning efficacy, phonetic recognition, cultural immersion, global classroom participation, conversational fluency, cultural competency, logic and problem-solving skills, coding for language learning, and creative expression. Findings from statistical methods, including Pearson correlation coefficients, repeated measures ANOVAs, and pre-and post-test designs, reveal notable improvements in language proficiency, cognitive abilities, cultural awareness, and expressive skills among young learners exposed to technology-integrated instruction. Specifically, gamification in language apps, adaptive learning technologies, multimedia input, and programming tasks have shown to considerably enhance educational outcomes. This paper advocates for a strategic integration of digital tools in early childhood bilingual curriculums to foster a comprehensive developmental approach, thereby preparing students for the challenges of a globalized and technologically advanced society.

Ontological scenario model for learners with disabilities in a recommender framework based on assessment analytics

Technology Enhanced Learning Environments (TELE) have attracted many learners to acquire knowledge and skills at their own pace. But the majority of these environments are not accessible for all categories of learners including learners with disabilities. In fact, some environments may provide content during the learning process that does not meet the profiles of every type of disability. Much research has been developed in the area of personalizing e-learning for people with disabilities. The use of assessment analytics, on the other hand, remains largely unexploited despite its great informative potential, which is elated to assessment data generated by online learning environment. Our proposal focuses on the design of a scenario model for Assessment Analytics to develop a recommendation framework for learners with disabilities. This framework is conceived to retrieve and select relevant learning and assessment resources to learners with disabilities based on their preferences, accessibility needs, and assessment trace data in the context of online learning.

More than two decades of community of inquiry research: A comprehensive bibliometric analysis

The Community of Inquiry (CoI) has provided a useful tool for studying technology-enhanced learning environments. It has also been implemented as the theoretical framework for many types of relevant research. Since its development, the framework has generated substantial interest among scholars in many fields such as distance education, online and blended learning and computed-mediated instruction. Although extensive research has been carried out on the CoI, no single study has been conducted that statistically and mathematically examines all publications of the framework. This study aimed to comprehensively review more than two decades of publications on the CoI framework by applying the bibliometric analysis technique. Therefore, all the corresponding Scopus records (in total 5169) in the past 24 years (1999-2023) were analyzed using the VOSviewer, Bibliometrix, and CiteSpace tools. The study described various essential research indicators, such as the research categories (directions), most productive authors, journals, institutions, and countries, along with potential research hotspots. The thematic analysis highlighted the research themes that have attracted scholars in the field by visualization of the current CoI research landscape.

Context, language, and technology in data literacy

Integrating data literacy into K-12 education in an increasingly data-driven society is imperative. Data literacy is conceptualized as an interdisciplinary competence that extends beyond traditional statistical understanding, encompassing skills in accessing, analyzing, interpreting, and effectively communicating insights derived from data. The paper argues for a paradigm shift in educational approaches, advocating for incorporating contextual, inquiry-based methodologies over the traditional formalisms-first approach. This shift is essential for enhancing students' ability to apply data literacy skills in real-world contexts. The limitations of a formalisms-first pedagogical approach are discussed, highlighting its potential to restrict students' practical application of theoretical knowledge. In contrast, the article advocates for inquiry-driven educational strategies like project-based and problem-based learning to foster deeper engagement and understanding of data literacy. These strategies may be more effective in connecting theoretical concepts with students' lived experiences and real-world applications. Additionally, the paper argues that data literacy should be framed as language. Designers of data literacy learning progressions should draw on examples from mathematics and science domains and research to build students' understanding of the transformation processes from data to evidence and subsequently to models and explanations. Further, the article explores the integration of technology in data literacy education. It underscores the role of digital tools and platforms in facilitating interactive, hands-on experiences with complex data sets, enriching the learning process, and preparing students for the challenges of the digital era. In conclusion, the article calls for a comprehensive, interdisciplinary approach to data literacy education underpinned by technology-enhanced learning environments. This approach is essential for developing both the technical skills for data manipulation and a critical mindset for data evaluation and interpretation, thereby cultivating a responsible, data-literate citizenry capable of informed decision-making in a data-rich world.

More is not always better? Vocabulary learning strategies instruction in online environment

ABSTRACT Prior studies have reported positive outcomes of technology-enhanced vocabulary learning and recommended self-regulated learning (SRL) as a design principle for the relevant technologies. However, there has not hitherto been any comprehensive study of the combined use of SRL and specific vocabulary-learning strategies in technology-enhanced learning environments. This study addresses this gap by conducting an experiment on the development of an educational website that promotes self-regulated vocabulary learning. Prior to undergoing a six-week training program, 120 participants were randomly assigned to one of three groups based on two vocabulary-learning strategies: (1) a lexical-inference group; (2) a dictionary-use group; or (3) a dictionary-use with lexical-inference group. Comparisons of the gain scores among the three groups revealed that the lexical-inference group demonstrated the best performance in terms of vocabulary retention, while the dictionary-use group excelled in vocabulary knowledge and reading comprehension. Additionally, simultaneous utilization of these strategies may lead to some adverse effects. These findings highlight the importance of vocabulary learners developing a clear understanding of when to employ a specific strategy, honing their ability to effectively transfer between strategies, and enhancing their proficiency in each strategy. By doing so, learners can potentially maximize the benefits derived from their vocabulary learning endeavors.

An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement

The proliferation of technology in educational settings and its impact on learning outcomes has become a focal point in educational research. In language education, the interplay among technological tools, learner self-efficacy, and language proficiency is critical for academic success. This study aims to shed light on these dynamics by presenting a comprehensive structural model that elucidates the relationships and causal effects among students’ academic achievement, English proficiency, self-efficacy, and the utilization of instructional technology while focusing on the Blackboard learning management system. Employing a quantitative correlational design, this study used three questionnaires to measure the primary variables. The study sample included 590 university students from two universities purposively selected using random stratified sampling to ensure representativeness. Statistical analyses—including descriptive statistics, correlation coefficients, and structural equation modeling (path analysis)—were employed to investigate the data. The emergent model demonstrated a perfect fit to the sample data, exhibiting robust goodness-of-fit indicators. The findings highlight the direct positive influence of self-efficacy on academic achievement and the beneficial effects of Blackboard integration on English proficiency and academic success. These insights emphasize the importance of self-efficacy in educational achievement and the pivotal role of e-learning platforms in enhancing students’ motivation and linguistic skills. The implications of these results are profound, suggesting avenues for future research to examine the applicability of the structural model across diverse educational contexts and incorporate additional variables for a more granular understanding of the factors driving academic achievement in technology-enhanced learning environments.

The Mediating Role of Positive Events in Language Learners’ Social Anxiety, Positive Emotions, and Emotion Suppression in a Technology-Enhanced Learning Environment

The Mediating Role of Positive Events in Language Learners’ Social Anxiety, Positive Emotions, and Emotion Suppression in a Technology-Enhanced Learning Environment

On the Relationship Between Learners’ Emotions and Cognition in the Technology-Enhanced Learning Environment: The Mediating Role of Learners’ Learning Styles and Situational Motivation

On the Relationship Between Learners’ Emotions and Cognition in the Technology-Enhanced Learning Environment: The Mediating Role of Learners’ Learning Styles and Situational Motivation

Social Networks as Technology-Enhanced Learning Environments for Second Language Teaching in Higher Education

In the post-pandemic era, the Digital 2023 Report highlights a rapid expansion in the global user base of social networking sites (SNSs). Despite the lack of formal integration of SNSs in second language (L2) education, which could enhance real-time creation, collaboration, and communication in the target language and culture, L2 learners still actively use these technologies outside of educational settings. This exploratory study utilizes a descriptive survey research design with a purposefully selected sample of 239 undergraduate and graduate students in their first and second years of language studies. These students pursue commonly taught languages, such as Spanish, as well as less commonly taught ones, such as Arabic, Persian, Slavic (Bosnian-Croatian-Serbian, Russian, and Polish), Turkic (Turkish and Uyghur), and Uralic (Estonian, Finnish, and Hungarian), in addition to others, such as Mongolian. The diverse range of languages enables a thorough investigation of the use of SNSs among college-level L2 learners in the United States, including both widely taught and less commonly taught languages. The findings of this study show that the target age group exhibits distinct preferences in their choice of social platforms for personal use compared to those used in L2 classrooms. Furthermore, the outcomes underscore the significant impact of age, gender, and the method of course delivery on the usage patterns of social networking sites.

TECHNOLOGY-BASED SELF-REGULATED LEARNING STRATEGIES AND ENGLISH SELF-EFFICACY IN ONLINE LEARNING ENVIRONMENTS

Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the medium of technology during their English learning process, which in turn can be associated with their English self-efficacy perceptions. Therefore, the current study aimed to present an investigation into the relationship between preparatory school students’ use of technology-based self-regulated English learning strategies and their perceived English self-efficacy as well as the predictability of employing the strategies on their self-efficacy beliefs. Applying a quantitative research design, the data were collected through the Technology-based Self-Regulated English Learning Strategies Questionnaire (TSRLSQ) developed by An et al. (2020) and the Questionnaire of English Self-Efficacy (QESE) developed by Wang (2004). A statistically significant positive relationship was found between students' use of technology-assisted English learning strategies and their perceived English self-efficacy beliefs. In addition, regression analysis results showed that goal setting and learner evaluation, motivational regulation, and technology-based song-movie learning strategies were strong predictors explaining the change in students’ self-efficacy in four language skills.

Examining the Relationship between Teacher Self-Efficacy and Student Engagement in Technology-enhanced Learning Environments

Examining the Relationship between Teacher Self-Efficacy and Student Engagement in Technology-enhanced Learning Environments

A Scoping Review for Exploring Side Effects of Implementing Chatbots in EFL Classrooms

This scoping review investigates the side effects of using chatbots in the EFL context. While using chatbots is known to be beneficial in most cases, little is known about its drawbacks. Our review will guide future researchers in terms of the optimal language learning experience. Based on the five foundations of a technology-enhanced learning environment, we found several factors that adversely influence learners’ performance. For discussion, we provide four strategies to complement the learning experience with chatbots.

Implementing Book-end Division Approach using ClassPoint to Energize Electrical and Electronics Engineering Student Engagement

TThis study investigates the efficacy of using ClassPoint in improving student engagement during class and its impact on academic performance among electrical and electronics engineering students by using student engagement framework that established by technology-enhanced learning (TEL) environment microsystem. To achieve this objective, five instructors teaching various courses incorporated ClassPoint into their classes. Then, quantitative data on student engagement and academic performance were collected via surveys. The student’s comments are extracted from university teaching evaluation survey (EPAT) for thematic analysis. The descriptive analysis revealed a significant increase in student engagement after ClassPoint was implemented. Furthermore, students appreciated the use of ClassPoint features such as slide-drawing, multiple choice questions, and word clouds during classes. Survey results also show students have greater attentiveness, active participation, and improved interactions with their peers and instructors. Likert scale responses indicate positive correlation between the use of ClassPoint and students’ enhanced performance in class discussions, idea integration, increased interest in learning, and improved classroom dynamics. Moreover, thematic analysis shows the empowering of five element in TEL microsystem with ClassPoint increase the student engagement. This study highlights ClassPoint's effectiveness in creating an inclusive and interactive learning environment, thus, transforming teaching methods for electrical and electronics engineering students.

Navigating Online Learning Through “Technological Frames"

This study is part of a larger critical discourse analysis (CDA) that examines technology-enhanced learning environments, such as online learning, e-learning, Web-based learning, computer-assisted learning, computer-mediated learning, and open and distance learning. The goal of this qualitative research was to analyze how educational technology scholars perceive and interpret technology in teaching and learning contexts. Using Carl Mitcham's typology of technological frames, which categorizes technology into four groups: (1) object, (2) knowledge, (3) activity, and (4) volition, we identified the types of technological frames that educational technology scholars use to define learning environments. The content analysis of nine semi-structured interviews showed that scholars primarily associate technology with volition (i.e., individuals’ motivations, desires, will, culture, and consent regarding technology), followed by activity (i.e., technology related actions such as designing, drafting, crafting, programming, and analyzing) and object (i.e., tools), while technology as knowledge (i.e., facts, explicit and implicit skills, recipes, rules, beliefs, descriptive laws, principles, and experiences) was the least referenced technological aspect. Additionally, we discovered a new aspect of technology called “space.” The findings provide theoretical and practical insights into the literature on technological frames in online and distance learning. Importantly, insights into possible directions for research on online learning in the coming decade are offered.

Developing authentic assessment through open educational practices

This Pecha Kucha presentation will showcase The Adaptable Resources for Teaching with Technology (ARTT) project journey, emphasising partnerships, open educational practices (OEP), and a collection of learning activities and authentic assessments. Background to the ARTT Collection In higher education, academics comprise both formally trained educators and those who rely on their own teaching practice. The latter often navigate through their experiences, relying on trial and error, intuition, and muddling through situations to articulate and justify their teaching choices (Echempati, 2023; Lund, 2016). While the teaching practices honed by experienced academics through years are highly valuable, they often remain overlooked and underutilised. This project seeks to address this void by providing a platform to share practices and resources in a collaborative and accessible way. What is ARTT? The Adaptable Resources for Teaching with Technology (ARTT) (LX.lab, 2023) collection was launched by LX.lab from The Institute for Interactive Media & Learning (IML) at the University of Technology Sydney (UTS) in 2019. ARTT’s focus is on enhancing student learning experiences through the pedagogically sound use of technology drawing on authentic teaching practices from within UTS and other higher educational institutions. Resources are developed into practical solutions that are easy to adapt by other educators in different teaching contexts. As an open collection, the resources within ARTT are accessible, reusable and adaptable by any academic seeking to enhance student learning experiences in a technology enhanced learning environment. How is ARTT collaborative? The ARTT collection has been collaboratively developed by a team of learning designers and curriculum developers, resulting in the capture of a diverse range of learning activities and assessments, all derived from high-quality teaching and learning designs. ARTT promotes diverse perspectives and innovative approaches to learning, fostering openness and empowerment among contributors. The complexities of education, particularly in the assessment sphere, have increased, emphasising the need to partner intentionally with students, academics, faculties, external industries, and communities to broaden the scope of these resources (Krause, 2023). This collaborative partnership, rooted in OEP, guarantees the preservation of authorship and upholds the integrity of the artefacts. How is ARTT used? The collection is hosted on the UTS website, comprising two distinct sections: learning activities and assessments. These resources are thoughtfully organised, commencing with clear objectives, followed by detailed, step-by-step implementation instructions for educators. Additionally, each resource provides estimated time commitments for both teachers and students, outlines the required technologies for effective implementation, and includes supporting evidence from the literature to validate its efficacy in teaching. Proper attribution to the original authors, in this instance, the dedicated academics and learning designers responsible for their development, is maintained, and the resources are made available under Creative Commons licenses. How is ARTT Future Focused? The COVID-19 pandemic disruption and advancements in Generative Artificial Intelligence (GenAI) have brought digital learning spaces and workplaces into sharper focus (McGuire & De Cremer, 2022). ARTT is an evolving collection continually adapts to changing needs and challenges in technology-enhanced learning. Our goal is to expand the selection of teaching and assessment resources through collaboration with new contributors. We endeavour to expand the ARTT collection through promoting it in learning and teaching forums. Future work will involve regular updates and iterations of the collection based on user feedback, emerging trends, and advancements in pedagogy and technology. Importantly, we aim for the collection to foster deeper partnerships, provide academics with a platform to share their teaching practices and offer open resources to enhance the student learning experience within and beyond our university.

Does the Seat Matter? The Influence of Seating Factors and Motivational Factors on Situational Engagement and Satisfaction in the Smart Classroom

As a technology-enhanced student-centered learning environment, smart classrooms are becoming increasingly popular in higher education. It is undoubtedly important to understand how seating and motivational factors affect situational engagement and satisfaction in smart classrooms. Pre-survey, experience sampling method, and post-survey were used in this study to conduct a longitudinal survey of 113 pre-service teachers in three courses at a university in central China. Descriptive statistics, bivariate correlations, hierarchical linear modeling, and hierarchical linear regression were used to investigate the effects of seating factors and motivational factors on engagement and satisfaction in smart classrooms. We found: (1) for the seating factor, the distance of the seat from the center point predicted student situational engagement in the smart classroom; (2) for motivational factors, needs of competence and competence during the activity predicted student situational engagement, while autonomous motivation at the beginning of a course strongly predicted student situational engagement in subsequent activities; and (3) of all the factors, situational engagement was a significant predictor of students’ final course satisfaction and fully mediated the relationship between autonomous motivation and satisfaction. Finally, some practice implications are discussed to improve engagement and satisfaction in technology-enhanced environments.