This journal aims to: provide a vehicle for scholarly presentation and exchange of information between professionals, researchers and practitioners in the technology-enhanced education field; contribute to the advancement of scientific knowledge regarding the use of technology and computers in higher education; and inform readers about the latest developments in the application of information technologies (ITs) in higher education learning, training, research and management.


The Library contains vol. 13(2016) to current.

Recent Submissions

  • Impact of using learning analytics in asynchronous online discussions in higher education

    Juan Pedro Cerro Martínez; Montse Guitert Catasús; Teresa Romeu Fontanillas (SpringerOpen, 2020-10-01)
    Abstract Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups. The discussion over the design and its results could be potentially extrapolated to other educational contexts.
  • Gamifying learning for learners

    Christo Dichev; Darina Dicheva; Keith Irwin (SpringerOpen, 2020-10-01)
    Abstract The majority of user models in gamification are based on user’s gamer personality. However, the motivations driving individuals’ learning behavior differ from their motivations when playing. There is no evidence that learners’ experiences in gamified activities are described by these models. Thus, an alternative model capturing learners’ motivational experiences and relating them to the motivational mechanisms of gamification design is needed. To fill this gap we propose a context-specific typology which groups learners based on their type of motivation and perceived ability associated with a learning activity. The purpose of this proposal is to provide a framework for connecting each learner’s type to a set of motivational affordances to which that type is susceptible. Facilitating the task of selecting motivational affordances matching learner’s type aids the design of customized gamified learning.
  • The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention

    Kendall Hartley; Lisa D. Bendixen; Dan Gianoutsos; Emily Shreve (SpringerOpen, 2020-09-01)
    Abstract This two-part observational and intervention study addressed the role of the smartphone in self-regulated learning (SRL) and student success as measured by achievement. Smartphone usage among students has been identified as contributing to lower academic achievement in a variety of settings. What is unclear is how smartphone usage contributes to lower outcomes. This study surveyed participants’ self-regulated learning skills and smartphone usage at the beginning and end of the term for first semester undergraduates. A regression analysis demonstrated that when controlling for prior achievement, general SRL measures had a positive impact on first semester achievement. Smartphone related SRL did not have a direct impact on achievement. The second part of the study evaluated the efficacy of a brief intervention to ameliorate factors contributing to lower achievement. Students were presented with either SRL strategies, awareness and attention strategies or career planning guidance (control). A regression analysis of the brief intervention resulted in modest gains in SRL but did not influence achievement.
  • Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction

    Hassan Abuhassna; Waleed Mugahed Al-Rahmi; Noraffandy Yahya; Megat Aman Zahiri Megat Zakaria; Azlina Bt. Mohd Kosnin; Mohamad Darwish (SpringerOpen, 2020-10-01)
    Abstract This research aims to explore and investigate potential factors influencing students’ academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a quantitative research method. The model of this research illustrates eleven factors on using online learning platforms to improve students’ academic achievements and satisfaction. The findings showed that the students’ background, experience, collaborations, interactions, and autonomy positively affected students’ satisfaction. Moreover, effects of the students’ application, remembering, understanding, analyzing, and satisfaction was positively aligned with students’ academic achievements. Consequently, the empirical findings present a strong support to the integrative association between TDT and BTT theories in relation to using online learning platforms to improve students’ academic achievements and satisfaction, which could help decision makers in universities and higher education and colleges to plan, evaluate, and implement online learning platforms in their institutions.
  • Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

    Sven Trenholm; Julie Peschke (SpringerOpen, 2020-09-01)
    Abstract The use of fully online (FO) mathematics teaching has been increasing worldwide. Despite claims and findings that mathematics is more challenging to teach FO than face-to-face (F2F), we know little about FO mathematics teaching. In this paper, we address this gap by working to elucidate the differences between teaching in the FO and F2F modalities. We do this by examining FO and F2F teaching from the perspective of Communities of Practice (Wenger, Social learning systems and communities of practice, 2010) by comparing and contrasting current FO practices (or “ways of doing”) in the general undergraduate education community with current F2F practices in the undergraduate mathematics community. We identify six key differences between the two paradigms, which we recast to spotlight areas for technological and pedagogical development.
  • Investigating the use of a lecture capture system within pharmacy education: Lessons from an undergraduate pharmacy program at Qatar University

    Farhat Naz Hussain; Reem Al-Mannai; Mohammad Issam Diab; Abdelali Agouni (SpringerOpen, 2020-09-01)
    Abstract Video lecture capture is one of the most attractive e-tools that has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through this system introduced at our institution nearly a decade ago. We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic years and analyzed data for one cohort of students. Each course within the pharmacy program was analyzed and viewing figures downloaded through the Echo360 management system. The average number of views per lecture, per semester was summarized. We observed that junior students viewed lecture capture most frequently with the number of views highest at the beginning of the academic year (Fall semester). Analysis of 18 courses which occurred 48 times over the three academic years studied, showed that 21 course occurrences had an average number of views per lecture equal to or higher than the number of students enrolled in the course, indicating that only 44% of courses had on average, at least, one student viewing each lecture recording. Of particular note, year 1 students had the highest percentage of courses viewed by a number equal to or higher than students enrolled (9 occurrences out of 16 or 56%), followed by year 2 students (9 occurrences out of 21 or 43%), and finally year 3 students (3 occurrences out of 11 or 27%). This pattern of lecture recording viewing was further underscored by longitudinally following-up the class of 2020 (24 students) over three academic years. To ensure optimal use of the system by both students and faculty for a multitude of learning and teaching styles and methods, we propose to implement professional development sessions for faculty to showcase the advantages of the lecture capture system and maximize the benefits from its availability. Further quantitative and qualitative studies are warranted to fully grasp the motivations for use, attitudes and perceptions towards the system.
  • Enhancing the roles of information and communication technologies in doctoral research processes

    Sarah J. Stein; Kwong Nui Sim (SpringerOpen, 2020-09-01)
    Abstract While information and communication technologies (ICT) are prominent in educational practices at most levels of formal learning, there is relatively little known about the skills and understandings that underlie their effective and efficient use in research higher degree settings. This project aimed to identify doctoral supervisors’ and students’ perceptions of their roles in using ICT. Data were gathered through participative drawing and individual discussion sessions. Participants included 11 students and two supervisors from two New Zealand universities. Focus of the thematic analysis was on the views expressed by students about their ideas, practices and beliefs, in relation to their drawings. The major finding was that individuals hold assumptions and expectations about ICT and their use; they make judgements and take action based on those expectations and assumptions. Knowing about ICT and knowing about research processes separately form only part of the work of doctoral study. Just as supervision cannot be considered independently of the research project and the student involved, ICT skills and the use of ICT cannot be considered in the absence of the people and the project. What is more important in terms of facilitating the doctoral research process is students getting their “flow” right. This indicates a need to provide explicit support to enable students to embed ICT within their own research processes.
  • Topic tracking model for analyzing student-generated posts in SPOC discussion forums

    Xian Peng; Chengyang Han; Fan Ouyang; Zhi Liu (SpringerOpen, 2020-09-01)
    Abstract Due to an overwhelming amount of student-generated forum posts in small private online courses (SPOCs), students and instructors find it time-consuming and challenging to effectively navigate and track valuable information, such as the evolution of topics, emotional and behavioral changes in relation to topics. For solving this problem, this study analyzed plenty of discussion posts using an improved dynamic topic model, Time Information-Emotion Behavior Model (TI-EBTM). Time, emotion, and behavior characteristics were incorporated into the topic modeling process, which allowed for an overview of automatic tracking and understanding of temporal topic changes in SPOC discussion forums. The experiment on data from 30 SPOC courses showed that TI-EBTM outperformed other dynamic topic models and was effective in extracting prominent topics over time. Furthermore, we conducted an in-depth temporal topic analysis to investigate the utility of TI-EBTM in a case study. The results of the case study demonstrated that our methodology and analysis shed light on students’ temporal focuses (i.e., the changes of topic intensity and topic content) and reflected the evolution of topics’ emotional and behavioral tendencies. For example, students tended to express more negative emotions toward the topic about the method of data query by initiating the conversation at the end of the semester. The analytical results can provide instructors with valuable insights into the development of course forums and enable them to fine-tune course forums to suit students’ requirements, which will subsequently be helpful in enhancing discussion interaction and students’ learning experience.
  • Technology-supported management education: a systematic review of antecedents of learning effectiveness

    Fabian Alexander Müller; Torsten Wulf (SpringerOpen, 2020-08-01)
    Abstract This paper provides a systematic, multidisciplinary review of antecedents of the effectiveness of technology-supported management learning and highlights potential directions for future research. Passive knowledge acquisition in physical classrooms is no longer the hallmark of higher education. Instead, the introduction of new technologies allows for active knowledge construction in increasingly virtual spaces. Such changes in the learning environment affect the education of the managers of tomorrow. Nevertheless, research on technology-supported management learning and its implications for management educators is fragmented and inconsistent across research areas. This paper uses a systematic approach to structure and integrate results from the fields of educational psychology, educational technology, higher education, and management education. This allows us to derive a comprehensive overview of the antecedents of the effectiveness of technology-supported management learning from the various disciplines. Our work reveals several areas that require further investigation, including: (i) the best way to blend and flip formats for different management disciplines and content types, (ii) the selection, design, and richness of the technologies used, (iii) the instructor’s teaching style, including feedback and deliberate confusion, and (iv) learners’ affective states, such as their motivations and emotions, and the role of prior knowledge.
  • Challenges and contexts in establishing adaptive learning in higher education: findings from a Delphi study

    Victoria Mirata; Franziska Hirt; Per Bergamin; Christo van der Westhuizen (SpringerOpen, 2020-08-01)
    Abstract Higher education institutions are increasingly interested in using adaptive learning as an innovative data-driven approach to teaching. The actual use of adaptive learning in courses remains, however, low. This is despite positive attitudes of institutional leaders towards its adoption and promising results of early studies on its effectiveness. This study examines the challenges that prevent higher education institutions from adopting adaptive learning concepts in teaching. We used a four-stage Delphi design to empirically identify, categorise, and prioritise the challenges of adaptive learning raised and rated by experts from two universities with different organisational and socioeconomic contexts, one from Switzerland and one from South Africa. Considering different contexts allowed us to include various perspectives on the research topic and thus broaden the view on the challenges of adaptive learning. Overall, three main dimensions related to technological, teaching and learning, and organisational challenges with eight corresponding categories were identified. Our findings revealed clear differences between the two universities regarding the emerged challenges and their rankings. These differences are linked to different socioeconomic backgrounds (South Africa and Switzerland) and organisational contexts (e.g., type of the university, teaching model, and implementation phase) of the universities. We conclude by proposing practical recommendations for institutional leaders and project implementers on the factors to be considered when implementing adaptive learning in higher education settings. These recommendations relate to the necessary infrastructure, institutional commitment, support and resources.
  • Big and open linked data analytics: a study on changing roles and skills in the higher educational process

    Martin Lnenicka; Hana Kopackova; Renata Machova; Jitka Komarkova (SpringerOpen, 2020-08-01)
    Abstract The concept of openness and information sharing (linking) together with increasing amounts of data available significantly affect the current educational system. Institutions as well as other stakeholders are facing challenges how to successfully deal with them and potentially profit from them. In this regard, this paper explores opportunities of big and open linked data analytics in the educational process intended to develop the new set of skills. A comprehensive literature review resulted in a framework of relevant skills, namely soft, hard, and data analytics skills. Their importance was evaluated using a Delphi method. In order to determine the relationships between involved stakeholders, their roles and requirements, a stakeholder theory is utilized. It resulted in the identification of current and emerging roles of stakeholders in the data analytics ecosystem. A structural classification of stakeholders’ influences and impacts then represents a necessary background for establishing strategies for the development of the right skills needed to gain the value from these data. This paper provides a comprehensive view on big and open linked data analytics in the educational context, defines and interlinks data-related with current roles as well as the skills required to perform data analytics.
  • The implementation of Small Private Online Courses (SPOC) as a new approach to education

    Julio Ruiz-Palmero; José-María Fernández-Lacorte; Enrique Sánchez-Rivas; Ernesto Colomo-Magaña (SpringerOpen, 2020-08-01)
    Summary This article presents a study of the participants of a Small Private Online Course (SPOC) entitled “The Didactic Programming: Elements and Process of Elaboration” at the University of Málaga (Spain). Since the concept was first introduced in 2013, SPOCs have been progressively implemented in higher education. They were conceived to succeed where Massive Open Online Courses (MOOCs) failed, namely in the high drop-out rate. Using a descriptive method, a questionnaire was designed to collect data on the individual characteristics of the University students participating in the SPOC, the degree of satisfaction they expressed at the end of the training process and their opinion regarding class-based courses. The completion rate was 78.7%, and 70.6% of them had previously undertaken online training activities. All the sections of the course (objectives, contents, evaluation, etc.) were favourably evaluated by more than 85% of the participants, as well as their preference for online training.
  • Testing of support tools for plagiarism detection

    Tomáš Foltýnek; Dita Dlabolová; Alla Anohina-Naumeca; Salim Razı; Július Kravjar; Laima Kamzola; Jean Guerrero-Dib; Özgür Çelik; Debora Weber-Wulff (SpringerOpen, 2020-07-01)
    Abstract There is a general belief that software must be able to easily do things that humans find difficult. Since finding sources for plagiarism in a text is not an easy task, there is a wide-spread expectation that it must be simple for software to determine if a text is plagiarized or not. Software cannot determine plagiarism, but it can work as a support tool for identifying some text similarity that may constitute plagiarism. But how well do the various systems work? This paper reports on a collaborative test of 15 web-based text-matching systems that can be used when plagiarism is suspected. It was conducted by researchers from seven countries using test material in eight different languages, evaluating the effectiveness of the systems on single-source and multi-source documents. A usability examination was also performed. The sobering results show that although some systems can indeed help identify some plagiarized content, they clearly do not find all plagiarism and at times also identify non-plagiarized material as problematic.
  • Technological innovation in architecture and engineering education - an investigation on three generations from Turkey

    Hasan Gokberk Bayhan; Ece Karaca (SpringerOpen, 2020-08-01)
    Abstract The developments in technology have caused many radical changes in the curriculum of architecture and engineering (a/e) disciplines. At the same time, generations and their personal characteristics are in continuous change that is shaping newer education techniques. In this context, this study is aimed to compare the educational perceptions of generations X, Y and Z for the advancements in the curriculum. For this purpose, a literature review concerning the technological advancements in education and characteristics of X, Y, and Z generations are demonstrated. Then, a survey was conducted on 160 respondents to differ the perceptions between these generations while considering the respondents’ educational and social-related features. Results of this study support that Information Technology (IT)-related education is insufficient for the upcoming generations who were born and grew in the digital age. Generation Y is the least satisfied with IT-related lectures and more affected by the movement of sustainability. The perceptions between the generations are found statistically different and solutions are offered for the upcoming generations. The outcomes of this study are expected to guide professionals in a/e education to better fulfill the expectations of the upcoming generations.
  • Evaluating the effectiveness of a preservice teacher technology training module incorporating SQD strategies

    Yu-Yin Hsu; Chin-Hsi Lin (SpringerOpen, 2020-07-01)
    Abstract Preparation to use information and communication technology (ICT) is an important component of preservice language teachers’ training, and various existing teacher training models propose a range of strategies for increasing their technology knowledge and technology adoption rates. However, the relative effectiveness of these strategies remains unclear. Based on Tondeur et al.’s (2012) Synthesis of Qualitative Data model, which delineates the six main teacher preparation strategies (i.e., role modeling, reflection, instructional design, collaboration, authentic experience, and continuous feedback), the present study designed a 4 week training module for preservice language teachers and examined how these training strategies affected 63 participants’ perceived technology knowledge and attitudes toward technology adoption. Among the six training strategies, reflection and instructional design had the highest positive impacts on these preservice teachers’ self-reported knowledge about and attitudes towards using ICT. As well as revealing the relative impacts of each training strategy, the results indicate that our designed training module has considerable potential for application to teacher training in other subjects.
  • Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

    Vysakh Kani Kolil; Sharanya Muthupalani; Krishnashree Achuthan (SpringerOpen, 2020-07-01)
    Abstract Self-efficacy is an important determinant in successfully attempting a task. In the area of education, self-efficacy plays a crucial role in causing behavioral changes, resulting in enhanced performance over the course of learning. In chemistry education, students often develop anxiety towards performing experiments due to the perceived negative outcomes resulting from lack of understanding and improper experimentation. This anxiety negatively impacts the self-efficacy of students in performing laboratory experiments. We define student-held beliefs about their experimental skills as ’experimental self-efficacy’ (ESE), and examine the four prominent factors that impact ESE in chemical laboratories. Through the development of an instrument, this work characterizes ESE and the impact of pre-laboratory interventions such as exposure to virtual laboratories (VL) on ESE and conceptual knowledge of students. Furthermore, analysis using statistical techniques such as t-tests and dissimilarity matrices reveal the positive impact of VL in enhancing students’ ESE.
  • Interaction in computer supported collaborative learning: an analysis of the implementation phase

    Núria Hernández-Sellés; Pablo-César Muñoz-Carril; Mercedes González-Sanmamed (SpringerOpen, 2020-07-01)
    Abstract There is extensive research on interaction frameworks in distance education and studies in Computer Supported Collaborative Learning (CSCL) have also focused on establishing interaction models. There is still research to be done, though, in order to identify the elements that configure interaction to build up a framework for their integration, aligned with the learning goals. The purpose of this study is to understand the key elements that configure effective interaction in the implementation phase of CSCL and to analyze the different types of interactions that occur during collaborative learning processes. The study was designed under a non-experimental quantitative methodology and 106 learners answered a questionnaire after participating in 5 different higher education subjects implementing CSCL. A factorial analysis of results prove that students identify three types of interaction to be necessary during the implementation phase of collaboration in order to reach knowledge convergence: cognitive, social and organizational interaction. Therefore, instructors and institutions who wish to promote effective CSCL should bear in mind the learning goals together with the social and organizational aspects interwoven in the design, implementation and assessment phases of collaborative learning.
  • A qualitative exploration of teachers’ perspective on smartphones usage in higher education in developing countries

    Shakeel Iqbal; Zeeshan Ahmed Bhatti (SpringerOpen, 2020-07-01)
    Abstract Recently, Smartphone sales have surpassed the sales of all other computing devices including desktops, laptops and tablet PCs. Moreover, Smartphones have become a primary device to access the Internet as well as the most commonly used infotainment gadget among the Generations Y and Z (those born in 80s and 90s). Despite this widespread adoption of Smartphones among the youth, its usage in higher education is still a novice idea specifically in developing countries. This study is aimed at capturing the views of faculty members regarding usage of Smartphones for promoting learning at the tertiary level. In-depth interviews of 22 faculty members from different academic departments were conducted for this purpose. Responses of the interviewees were recorded which were later transcribed and analyzed to draw inferences. Results of this study indicate that the faculty members considered Smartphones to be an effective medium for off-campus learning and communication with peers and students. They also considered Smartphones suitable for explaining complex topics to their students as audio-visual content available over the Internet can easily be shared. However, majority of the respondents were skeptical about using Smartphones for educational purposes as they considered them to be a source of distraction, wastage of time, technostress, and emotional detachment. Moreover, they reported small size of both the screen and keyboard as an important limiting factor undermining the effective use of Smartphones in education. Lack of training and support, lack of technical knowledge and background, excessive work load and lack of incentives for using technology in education were reported as major barriers in adoption of Smartphones in higher learning landscape.
  • Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach

    Ifeanyi Glory Ndukwe; Ben Kei Daniel (SpringerOpen, 2020-06-01)
    Abstract Teaching Analytics (TA) is a new theoretical approach, which combines teaching expertise, visual analytics and design-based research to support teacher’s diagnostic pedagogical ability to use data and evidence to improve the quality of teaching. TA is now gaining prominence because it offers enormous opportunities to the teachers. It also identifies optimal ways in which teaching performance can be enhanced. Further, TA provides a platform for teachers to use data to reflect on teaching outcome. The outcome of TA can be used to engage teachers in a meaningful dialogue to improve the quality of teaching. Arguably, teachers need to develop their teacher data literacy and data inquiry skills to learn about teaching challenges. These skills are dependent on understanding the connection between TA, LA and Learning Design (LD). Additionally, they need to understand how choices in particular pedagogues and the LD can enhance their teaching experience. In other words, teachers need to equip themselves with the knowledge necessary to understand the complexity of teaching and the learning environment. Providing teachers access to analytics associated with their teaching practice and learning outcome can improve the quality of teaching practice. This research aims to explore current TA related discussions in the literature, to provide a generic conception of the meaning and value of TA. The review was intended to inform the establishment of a framework describing the various aspects of TA and to develop a model that can enable us to gain more insights into how TA can help teachers improve teaching practices and learning outcome. The Tripartite model was adopted to carry out a comprehensive, systematic and critical analysis of the literature of TA. To understand the current state-of-the-art relating to TA, and the implications to the future, we reviewed published articles from the year 2012 to 2019. The results of this review have led to the development of a conceptual framework for TA and established the boundaries between TA and LA. From the analysis the literature, we proposed a Teaching Outcome Model (TOM) as a theoretical lens to guide teachers and researchers to engage with data relating to teaching activities, to improve the quality of teaching.
  • Can artificial intelligence transform higher education?

    Tony Bates; Cristóbal Cobo; Olga Mariño; Steve WHEELER (SpringerOpen, 2020-06-01)

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