Technology-enhanced Learning Experiences Research Articles

Transformational leadership’s role in shaping Education 4.0 within higher education

Integrating Education 4.0 in higher education necessitates a transformational leadership approach that champions innovation and technology adoption. This paper reviews the impact of transformational leadership in fostering a conducive environment for Education 4.0, emphasising personalised and technology-enhanced learning experiences. With their vision and motivational prowess, transformational leaders are crucial in steering educational institutions through digital transformation, encouraging the adoption of advanced technologies like artificial intelligence, virtual reality, and data analytics. These leaders are pivotal in nurturing a culture of continuous improvement and empowerment, actively involving team members in pursuing collective achievements and personal growth. The study highlights the importance of transformational leadership in addressing the dynamic challenges and opportunities presented by Education 4.0. By inspiring educators and students to embrace change, transformational leaders facilitate the integration of innovative teaching methods and technologies, enhancing learning outcomes and preparing students for the demands of the digital age. The findings suggest that transformational leadership is instrumental in creating a flexible, relevant, and forward-thinking educational environment that aligns with the objectives of Education 4.0. This paper advocates strategically emphasising the development of transformational leaders within academic institutions. Such leadership is essential for navigating the complexities of digital-area education, ensuring institutions remain adaptive and responsive to technological advancements, and equipping students with the necessary skills to thrive in a rapidly evolving landscape.

Delivering computing module for the large part-time software development class from pre- to post-pandemic: An online learning experience

IntroductionCovid-19 pandemic brought dramatic changes to higher education settings, particularly for curriculum delivery, moving quickly to online learning. This paper discusses teaching experience covering practices of technology-enhanced learning for the MSc Computing Foundations module (20 CATS) for a large class studying part-time Software Engineering course at the School of Electronics, Electrical Engineering and Computer Science (EEECS), Queen's University Belfast (QUB) during 2019–2022 academic years. We compare on-campus learning with the abrupt shift to online learning during the pandemic and with sustainable online learning a year later. The objective of this study is to answer how part-time software development students perceived their technology-enhanced learning experience from pre- to post-pandemic and to evaluate the impact of the shift to online learning for the part-time class MethodsThis study is based on data collected during 2019/2020, 2020/2021, 2021/2022 academic years. Methodology types employed in this study include online observation with statistics collected from the virtual learning environment (VLE) Canvas, quantitative analysis, individual student surveys on teaching techniques and module content ResultsThis study provided an effective online teaching method for Computer Foundation module, reviewing the impact of different curriculum items and online educational activities starting with content delivery – both synchronous and asynchronous – and moving on to VLE Canvas discussion forums, ungraded formative quizzes, in-term formative assessment in the form of mock exam and, finally, to online summative assessment delivered on VLE Canvas. We investigate positive and negative aspects of technology-enhanced learning from pre- to post-pandemic according to part-time adult students studying the MSc software development program and focus on how this effective learning environment contributes to education practice with a view what developments are worth retaining post-pandemic and what did not work well. Analysis of the data from individual student surveys on teaching techniques and module content for the Computing Foundations module allowed us to conclude that students perceived very positive their technology-enhanced learning experience after shifting to online learning. We also found out that сhanging the module delivery format (from face-to-face to online) did not affect the results of the students’ performance. Conclusion and implicationsAdaptation of the MSc Computing Foundation module to a new model of distance learning has proved to be successful, so we can conclude that this delivery format is appropriate for this target audience. This study explored the effectiveness of the pedagogical approach while also gaining valuable insights into the software development student experience of learning in the VLE. The findings from this study may contribute to developing effective teaching practices in software engineering education and adult learning, and improve the preparation of future software professionals in the IT industry.

Leveraging ChatGPT for Rethinking Plagiarism, Digital Literacy, and the Ethics of Co-Authorship in Higher Education

Within higher education, technology has consistently influenced the writing process; however, no technology has composed and shaped the message in the same way as Large Language Model-based artificial intelligence tools. Despite the rapid adoption of generative AI tools in higher education contexts, ethical best practices for using LLMs for technology-enhanced learning experiences within higher education are still evolving. To further examine AI-based co-authorship, the ChatGPT 3.5-generated position paper featured in this article’s second section argues for redefinitions of plagiarism and co-authorship in higher education and presents implications for teaching students the necessary digital literacy skills for navigating responsible, ethical AI use. The final section of this paper presents a human-generated comparative reflection of various composing processes and technologies used to create this article and the significance of these composing processes on the craft of writing. This paper aims advance ongoing discussions about the changing nature of authorship in technology-enhanced education.

Multimodal analysis of interaction data from embodied education technologies

AbstractThe emergence of immersive digital technologies, such as shared augmented reality (shAR), virtual reality (VR) and motion capture (MC) offers promising new opportunities to advance our understanding of human cognition and design innovative technology-enhanced learning experiences. Theoretical frameworks for embodied and extended cognition can guide novel ways in which learning in these environments can be understood and analyzed. This conceptual paper explores a research method in Educational Technology—multimodal analysis for embodied technologies—and provides examples from shAR, VR, and MC projects that use this approach. This analysis involves tracking learners’ gestures, actions on physical and virtual objects, whole body movements and positions, and their talk moves, in addition to other relevant modalities (e.g., written inscriptions), over time and across space. We show how this analysis allows for new considerations to arise relating to the design of educational technology to promote collaboration, to more fully capture students’ knowledge, and to understand and leverage the perspectives of learners.

Learner attitudes towards a virtual microbiology simulation for pharmacy student education

IntroductionSimulation for education has become popular, but much literature on this modality fails to critically examine the learner's experience, focusing instead on learning outcomes. Learner attitudes should be scrutinised and monitored to appraise a technology-enhanced learning experience as student perceived educational benefits of technology-enhanced learning is reported to be more important than the intrinsic characteristics of any particular medium or tool. This study sought to evaluate pharmacy students' attitudes toward a virtual microbiology simulation. MethodsThe virtual microbiology simulation (VUMIE) was compared with a traditional wet laboratory (lab) in a second-year integrated pharmacotherapeutics course for bachelor of pharmacy students. Data were collected using surveys deployed at baseline (pre-intervention), post-intervention (VUMIE or wet lab), and endpoint (post-interventions). Statistical and qualitative thematic analyses were performed. ResultsLearners found the simulation valuable, and outcomes suggest that it is possible for technology-enhanced learning activities to replace face-to-face instruction to some extent, which may be useful given the current challenges with in-person education resulting from COVID-19. More students reported a specific preference for the wet lab rather than VUMIE. ConclusionsAlthough technology-enhanced simulation can produce a similar learning experience to a traditional wet lab, this evidence is not sufficient to completely replace the traditional lab experience for clinical courses of study. Technology-enhanced simulation could be considered for just-in-time training before exposure to traditional lab activities, for specific skill acquisition using deliberate practice, and perhaps for standardised assessment for clinical microbiology education.

Silly Putty: Mobilization of the Known Across Technology-Enhanced Learning Spaces

In technology-enhanced classrooms, due to the affordances of technologies, English Language Learners (ELLs) are moving between learning spaces; boundaries are never clear. Questions arise with regards to how students’ non-sanctioned experiences might mediate classroom learning. Using a multiliteracies (New London Group, 2000) and learning by design (Cope & Kalantzis, 2015) theoretical lens, this ethnographic case study explores the technology-enhanced learning experiences of Grade 6 ELLs. Data including field observations, artifacts, and interviews were analyzed using thematic analysis (Saldaña, 2016). Findings of this study indicate that ELL students were engaged in learning experiences that encouraged them to mobilize their known (knowledge) across learning spaces.

Designing for Relationality in Virtual Reality: Context-Specific Learning as a Primer for Content Relevancy

Science achievement gaps exhibit racial disparities starting in primary grades and have been shown to persist through middle and high school. In turn, increasing positive attitudes toward science have been shown as one factor that affects academic achievement and motivation among K-12 students. Exploring novel ways that technology can influence diverse students’ attitudes toward science, and the design elements pertinent therein, is thus one prominent goal toward achieving science education for all. Leveraging the immersive nature of Virtual Reality 360 videos, we present a design-based research iteration testing how a novel technology-enhanced learning experience influenced close to 400 urban elementary students’ attitudes toward science. Using a two-way MANCOVA analysis, the data support that our design iteration emphasizing context-specific learning can prime students that do not see science as relevant to them to change these attitudes in significantly positive ways. Implications are discussed around relationality, technology use in urban schools, and local contexts as learning resources.

Information and Communication Technology in a Global World

This study takes its departure from ongoing debate about teachers’ (collective) “continuing professional development” (CPD). The overall aim is to highlight active teachers’ perceptions on developing a self-understanding of their complex role in daily practice by using digital tools. The following research questions guided the study: How can teachers make schools more relevant and engaging? How can students’ achievement increase? In what way can teachers provide high-quality education for all students? Three perspectives will be guiding the study: Information and Communication Technology (ICT), learning, and special education. The participants in the study are 21 staff members in preschool, primary school, and a recreation center with whom we conducted structured individual interviews and focus group discussions. Field notes were also taken during the interview and discussion sessions. The findings reveal the importance of the teachers’ deeper understanding of students’ creativity, critical thinking, communication, and collaboration. Furthermore, the most powerful thing teachers can do is to design engaging, meaningful, and authentic work and technology-enhanced learning experiences. In order to improve learning in a digital world, the teachers must be engaged and supported by professional learning opportunities to continually improve and strengthen their digital competencies and teaching practices. The theoretical standpoint is the norm model as an analytical tool to understand the teachers’ perceptions. The concept of “norm” is a collective term for the factors and structures that are regarded as a normal balance between the aspects of value/will, system conditions/possibilities, and cognition/knowledge.

Blended learning modules for lectures on oral and maxillofacial surgery

Over the last couple of years, new teaching methods have been developed and implemented in German universities, but only rarely in dental schools. The aim of this project therefore was to implement students’ requests for such methods to be used in dental education. In 2012, based on an analysis of both quantitative and qualitative requirements, we designed a questionnaire for quantitative analysis, and evaluated a series of lectures on oral and maxillofacial surgery. Based on our findings, we then designed a blended learning module that was gradually integrated into the series. In 2017 we again evaluated the lectures, and rated the module. The two evaluations were then compared using a two-sample z-test. The results showed that students were very satisfied with the approach. They were particularly happy with the surgical videos, which were shown during the lectures and also included in the module, as they helped them to understand the surgical technique. Our survey showed that most of the students were using the online learning program and that it was the resource they preferred. Application of a blended learning approach could satisfy the requirements of the new generation of students, and transform traditional lectures into modern, sustainable, and technology-enhanced learning experiences.

A model of gameful design for learning using interactive tabletops: enactment and evaluation in the socio-emotional education classroom

Building on established pedagogy and technological advancement, this article presents a model of gameful design for learning using interactive tabletops, enacted and evaluated in the context of socio-emotional education. Based on the proposed model, we detail the design of a technology-enhanced learning experience in which a series of traditional lessons are enriched by collaborative work on interactive tabletops; four gameful activities are used which may be directly linked to a school curriculum. We conduct a qualitative case study with the participation of 86 fifth grade students across two elementary schools which have a significant minority enrolment. We demonstrate the ways in which the students draw on recently-acquired knowledge, engage in dramatic play, share the digital space and collaborate intensively to achieve a new and refined understanding of concepts and behaviours linked to perspective-taking. We discuss how tabletops, in synergy with constructivist pedagogy and principles of gameful design, allow researchers and practitioners to promote communication, collaboration and perspective-taking in ways that were hitherto difficult to enact in traditional lessons. Gameful design for learning is seen as a multilevel endeavour, which involves the selection of tasks and tools as well as the behaviour of the learners and the instructor as participants in the learning environment.

Expanding the landscape: developing knowledgeability through communities of practice

ABSTRACTRapid changes in the Higher Education (HE) sector are increasing the pressure on teaching staff to introduce technology-enhanced learning experiences into the curriculum. Institutions therefore need to provide effective means of enabling academics to successfully transition to these new modes of curriculum delivery. This paper reports on an inquiry into the efficacy of a community of practice (CoP) approach trialled at a HE institution to contribute to the design of a renewed, blended curriculum. Analysis indicated that participation in the CoP had a positive impact on academics’ sense of community and their knowledgeability in relation to new teaching approaches.

Enhancing Reading Comprehension with Student-Centered iPad Applications

Reading comprehension, or understanding the author’s message, is a critical component of teaching literacy (Hougen and Smartt 2012). Student-centered activities using the iPad with the goal of improving reading comprehension in a fifth-grade classroom were implemented for this action research study. University teacher candidates guided fifth-grade students in completing the iPad reading comprehension activities. Findings indicate that the fifth-grade students increased their reading achievement scores to a statistically significant degree during the period of this study. These students also reported more enjoyment and understanding of reading. The university teacher candidates who participated also expressed that they gained valuable experience as they worked on a technology-enhanced learning experience with actual students. This study suggests that student-centered reading comprehension activities on the iPad can lead to better student achievement in reading comprehension.

Going Global

Addressing the theme of globalisation and interculturality in networked learning, this poster focuses on the development of a ‘Global' MBA programme at the Open University Business School (UK), which replaces its existing programme, starting 2010. The poster presents an in-depth reflective account of the process of redesigning the first (foundation) course in this programme, highlighting the challenges encountered during the design process in areas of technology, delivery, support, pedagogy and organisational culture. It presents the important questions addressed by the design team, the team's responses and some of the ways forward considered in the process of developing a primarily on-line model with potential global reach. This work is underpinned by the assumption that the face of distance education is rapidly changing. Online courses that were designed with a view of the Web as primarily a repository of learning resources and a platform for online lectures are giving way to new models of teaching and learning that build on the educational potential of Web 2.0 and other emerging technologies (Anderson 2008). We argue that processes of globalisation both call for and support changes in the ethos of distance education from being primarily focused on delivering content to learners to enabling satisfying cross-cultural learning experiences that necessitate changes to modes of working and collaborating at various levels. This poster therefore presents and explores both barriers to and opportunities for innovation encountered in designing one such course, but which may have wider relevance to the design of technology-enhanced learning experiences in other settings and contexts.

Millennial Learners and Net-Savvy Teens? Examining Internet Use among Low-Income Students

This paper discusses access and use of information and communication technologies among urban high school students from low-income families, a topic of great interest to teacher educators, educational policymakers, and others concerned with digital literacy instruction. Recent reports from national digital learning initiatives have portrayed today’s teens as digital natives—youth who are constantly online, perceive themselves as Internet-savvy, and prefer technology-enhanced learning experiences. However, this portrait may not be true for all learners. This study investigated trends in Internet use among students from low-income families compared to national trends. In the spring of 2007, students from low-income families responded to a survey assessing their access to the Internet, frequency and type of use, and capacity to use the Internet. The researchers also conducted focus groups with students. In this paper, we discuss findings and implications for teachers seeking to understand similar students' Internet access, use, and capacity and suggest implications for digital literacy instruction, technology policy, and teacher education.