Technology-enhanced Learning Environments Research Articles

Self-regulated learning support in technology enhanced learning environments: A reliability analysis of the SRL-S rubric

Advanced learning technologies have become a focal point in recent educational research, holding the promise of enhancing students' self-regulated learning (SRL) by facilitating various processes of planning, monitoring, performing, and reflecting upon learning experiences. However, concerns have arisen regarding the efficacy and design of technologies, the spectrum of possibilities for SRL support, and too ambiguous claims associated with these technologies. To address these uncertainties and to provide a platform for generating the more empirical evidence, Self-Regulated Learning Support (SRL-S) rubric was developed to facilitate the assessment of SRL support in technology-enhanced learning environments. It is grounded in established educational theory and proven empirical research results. This article presents a study that extends the application of the rubric to establish its reliability and validity, filling a gap in prior research. First, content, criterion-related, and construct validation were performed through international and interdisciplinary experts’ reviews. Subsequently, inter-rater and intra-rater reliability were assessed using Intraclass Correlation Coefficients and Cohens Kappa tests. The outcomes of these analysis demonstrated that the SRL-S is a reliable and valid instrument for assessing the levels of SRL support within learning environments. Additional implications for further research to support self-regulated learning are discussed.

Mobile Learning and Its Effect on Learning Outcomes and Critical Thinking: A Systematic Review

This paper explores the relationships between m-learning, learning outcomes, and developing critical thinking in university students. A systematic review of empirical articles in English published in journals indexed in the Web of Science from 2015–May 2024 was carried out. A sample of 50 articles was obtained. The results show that, in most of the analyzed articles, integrating m-learning tools can potentially to improve students’ learning outcomes and critical thinking skills. Considering the above, we recommended that educators and university managers integrate and promote the adoption of new technologies in teaching methods. Several recommendations are provided for the effective integration of m-learning into learning activities, stressing the importance of teachers becoming familiar with technology-enhanced learning environments early in their training.

E-tutors’ experiences with integrating technologies in online course modules: A case of open distance e-learning

This study aims to explore how e-tutors' experiences influence their ability to integrate technologies, with a focus on the realities of technology knowledge during the facilitation of modules in an Open Distance e-Learning (ODeL) context. A survey was conducted to investigate the experiences of e-tutors in integrating technology across various modules within a department of an ODeL institution. Six e-tutors participated in the survey, and their involvement was voluntary, with no impact on their employment contracts, ensuring informed participation. The research utilized the constructivist learning theory to examine how e-tutors prioritize student engagement and promote active involvement in technology-enhanced constructivist learning environments. Data collected were organized and displayed in tables. The findings revealed that e-tutors had positive experiences integrating technologies into online module teaching. Additionally, they recognized the role of technology in supporting and enhancing the teaching of online student activities. These results provide further insight into the use of technology as a valuable educational tool in ODeL institutions, helping students deepen their understanding of subject matter. Moreover, students exposed to technology-integrated modules were more likely to adopt technology for independent learning.

EFL STUDENTS’ PERCEPTIONS OF GOOGLE CLASSROOM IN JUNIOR HIGH SCHOOL ENGLISH LEARNING

This study is aimed at investigating EFL students’ perceptions on the use of Google Classroom for English language learning in a junior high school. The study used a mixed method design, combining quantitative and qualitative data. The context of the study was EFL students from one of state junior high schools in Jakarta, Indonesia. Through a survey of 146 students and some selected students for interviews, the study examines various aspects of their experiences with the platform, including motivation, effectiveness, communication, and access to learning materials. The findings reveal a positive attitude among EFL students towards Google Classroom, with their acknowledging its benefits in enhancing motivation, facilitating interaction, and providing convenient access to resources. The study highlights the potential of digital tools like Google Classroom to address challenges in language education. Thus, this study suggests implications for English teachers seeking to optimize technology-enhanced learning environments, mainly in English learning in junior high schools.

Examining the adoption of technology-enhanced learning in universities and its effects on student performance, satisfaction, and motivation

The integration of technology in Higher Education has witnessed substantial growth in recent years. While extensive research has explored the collective educational implications of Technology-Enhanced Learning (TEL) at universities, there remains an incomplete understanding of its effects on individual students when viewed through the lens of Person-Environment misfit theory and technostress. This paper aims to fill this gap by examining the impact of student and university misfit when adopting TEL and technostress on students' performance, satisfaction, and motivation. Utilizing a quantitative survey, we gathered data from a sample of 332 Higher Education students in the UK. The results reveal the significant influence of student and university misfit in adopting TEL on academic performance, satisfaction, and motivation. Moreover, the findings highlight the mediating role of technostress in these intricate relationships. Our research indicates that technostress stems not from the use of technology itself but from the misfit between students and the university learning environment. To address this, universities should enhance students' sense of belonging by offering additional pastoral and academic support. Moreover, providing training to boost students' digital confidence and skills is crucial. Creating a psychologically healthy technology-enhanced learning environment will ensure a more pleasant learning experience, alleviating student technostress.

Impacts of engagement on academic outcomes in technology-enhanced learning

Engagement is essential for improving academic outcomes, especially in technology-enhanced learning (TEL) environments where self-regulated learning is critical. This study investigated the longitudinal impacts of different levels of engagement on undergraduate students’ short-term and long-term academic outcomes in TEL. Using a learning analytics and learning management system (LMS) log data obtained from a large university blended course, the research (1) identified six key TEL engagement variables, (2) clustered students into four distinct learning profiles based on different levels of TEL engagement, and (3) tracked their summative assessment scores over a term. Material access, formative quiz attempts, and system logins were significant predictors of course performance. The results revealed that TEL differences among student groups, initially minor, expanded over the term, and finally significantly impacted the final exam scores, with highly engaged undergraduates achieving better outcomes. The findings highlight the long-term benefits of fostering TEL or academic success.

A Model of Assessment co-creation in Technology-Enhanced Learning Environments in Higher Education

This paper presents a participatory design-based research that aimed to create a model of co-creation in the curriculum in Technology-Enhanced Learning Environments (TELE) in tertiary education, specifically to co-design assessment between professors and students. This qualitative research followed four phases divided into five stages with two iterative cycles of design and re-design. Accordingly, a mixed method approach was used to collect the data: systematic literature review, semi-structured interviews, and student surveys. As a result, the model highlights and distinguishes four different dimensions: characterization, co-creation, reflection, and technology. The first three dimensions are represented chronologically and the last one is present in all stages of the previous ones. Furthermore, we depicted how technology is present throughout the co-creation process and in each dimension specifically. In conclusion, this model expands the basis of co-creation in the curriculum literature and provides tools for practitioners to innovate in their academic contexts and involve students in their own learning process through co-creation. Further research in this field should be carried out, so we intend to apply this research to other fields of study and educational levels, contexts, and situations.

Task-in-Process in Breakout Rooms eines aufgabenbasierten Videokonferenzprojekts

This paper explores the transformative impact of digitalization on foreign language education, particularly in the context of Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Focusing on the use of the programmes like Teams with video conferencing capabilities, this study delves into the interactions of student groups in Breakout Rooms (BOR) during language learning tasks. Grounded in the theoretical framework of task-based language teaching (TBLT) and technology-mediated TBLT, the article investigates how four groups of 10th-grade students organise their work processes and implement task-based language learning while completing a creative task. The study addresses a gap in existing research by examining the actual execution of tasks in BOR, offering insights into the dynamics of student collaboration and language use in a technologyenhanced language learning environment.

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.

Evaluations of Virtual and Augmented Reality Technology-Enhanced Learning for Higher Education

Virtual reality (VR) has good potential to promote technology-enhanced learning. Students can benefit from immersive visualization and intuitive interaction in their learning of abstract concepts, complex structures, and dynamic processes. This paper is interested in evaluating the effects of VR learning games in a Virtual and Augmented Reality Technology-Enhanced Learning (VARTeL) environment within an engineering education setting. A VARTeL flipped classroom is established in the HIVE learning hub at Nanyang Technological University (NTU) Singapore for the immersive and interactive learning. Experiments are designed for the university students conducting the learning, with three interactive and immersive VR games related to science, technology, engineering and mathematics (STEM), i.e., virtual cells, a virtual F1 racing car, and vector geometry. These VR games are a part of the VARTeL apps designed in-house at NTU for STEM education. Quantitative and qualitative analyses are performed. A total of 156 students from Mechanical Engineering participated in the experiment. There are 15 participants selected for an interview after the experiment. Pre-tests and post-tests are performed using two different models, the developed VARTeL and the modified Technology-Rich Outcome-Focused Learning Environment Inventory (TROFLEI), in order to measure the efficiency of the VARTeL environment in Higher Education. Significant improvements of about 24.8% are observed for the post-tests over the pre-tests, which illustrate the effectiveness of the VARTeL for Engineering education. Details of the VR simulation games, methods of data collection, data analyses, as well as the experiment results are discussed. It is observed from the results that all the underlying scales of the modified TROFLEI are above the threshold for the ‘Good’ category, indicating that a very reliable questionnaire is designed in this research. The mean ‘Ideal’ values are about 0.7–2.6% higher than the mean ‘Actual’ values. The limitations of the experiment and future works with recommendations are also presented in this paper.

THE DESIGN AND IMPLEMENTATION OF AN ONLINE FORMATIVE ASSESSMENT TO FOSTER INTERACTIVE ENGLISH LEARNING AMONG SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

In response to pandemic-related learning loss, the Indonesian government has implemented a new English language curriculum with a focus on holistic assessment. However, the effectiveness of this curriculum relies on innovative teaching practices. This study positions the author as a curriculum engineer who has developed an online formative assessment concept. The aim of this research is to create a formative assessment tool that records student learning processes, promotes interactive English learning, and overcomes traditional pedagogical practices. By recording student learning processes and integrating technology, such as mind mapping and word clouds, students are able to explore, investigate, and generate new knowledge. The study follows a Research and Development (RD) approach and the developed website highlights the two online formative assessment methods. The findings demonstrate that using the online formative assessment tool can enhance students' critical thinking and communication skills while improving their English proficiency. Based on these results, this study recommends that schools integrate formative assessment tools into their English language curriculum to promote interactive learning and overcome traditional teaching practices. The findings of this study are relevant to educators, policymakers, and curriculum developers interested in promoting interactive English learning in a technology-enhanced learning environment. This study expected to be an assessment innovation in the interactive English.

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.

Enhancing Tajwid Skills through Harakah-Based Learning Media: An Evaluation of MPQu-Berkah among Schoolchildren

The research explores the efficacy of MPQu-Berkah, a harakah-based digital media, in enhancing tajwid skills among schoolchildren (Elementary Students), specifically focusing on Makhārijul hurūf and Ṣifātul hurūf. Utilizing a Nonequivalent Pretest-posttest Control Group Design, the study compares the tajwid proficiency of students engaging with MPQu-Berkah to those following traditional learning methods. The methodology encompasses pretests and posttests, alongside an independent t-test for statistical analysis, to evaluate the impact of the learning media on Quranic reading accuracy and fluency. Findings reveal a significant improvement in the experimental group's tajwid abilities, highlighted by an 11% average competency increase, evidencing MPQu-Berkah's effectiveness. The developed media, tailored for elementary education in the digital era, features audio-visual content designed to facilitate accessible and engaging tajwid learning. Despite the positive outcomes, the study acknowledges limitations due to its experimental setting and suggests future research to investigate the wider application and sustained impact of digital learning tools in religious education. This research underlines the potential for integrating multimedia tools in educational curricula, proposing a shift towards technology-enhanced learning environments to cater to the digital-native generation's needs. The findings advocate for a paradigm change in Quranic education, indicating that technological integration can substantially improve learning outcomes, contributing to the fields of educational technology and linguistic skill teaching.

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.