International Journal of Technology Enhanced Learning (14 papers in press)
Methodological proposal of financial modelling using dynamic scenarios from multivariable data tables
by Juan David González-Ruiz, Eduardo Duque, Alejandro Pena, Jovani Jimenez, Alejandro Patiño
Abstract: This paper aims at proposing a methodological strategy for teaching the modelling of dynamic scenarios from Multivariable Data Tables using Microsoft Excel
Keywords: financial modelling; learning-teaching; Excel; cognitive skills.
An Agent-Based Approach for Personalized and Adaptive Learning
by Smain Nasr-Eddine Bouzenada, Olivier Boissier, Nacer Eddine Zarour
Abstract: Most of learning systems deliver the same learning materials when they aim to produce the same learning unit. It turned out that learning process could significantly be improved if learning content could be specifically personalized and adapted to individual learners domain knowledge and capabilities. Few learning systems introduce teaching strategies to satisfy individual learners requirements. In an attempt to overcome these limitations, we propose a multi-agent system which is based upon learning styles concepts for its adaptability and domain knowledge for its personalization. In this paper, we describe the design and implementation of the learning system research contribution; in particular we discuss the learning resources collecting process, the personalized process and the adaptive process. The system has been tested through several functional experiments, and the analysis of the simulation study indicates that the approach is able to handle personalized and adaptive learning.
Keywords: Multi-Agent; e-learning; learning styles; teaching styles; learner’s profile; adaptive learning; personalized learning.
User Interface Preferences of Young Jordanians Using Tablet Devices
by Ahmed Al-Sa'di, Dave Parry, Philip Carter
Abstract: We aimed to establish Arabic user interface (UI) guidelines for tablet PCs (tablets). This paper presents the findings of two studies with 21 Arabic-speaking Jordanian students to gauge their preferences. Initial UI design guidelines were formulated for font type, size, colour, text alignment, menu and button type. Gender differences were found in font type preferences as well as the desire to customise the applications appearance. Sensibilities around religious symbols were also discovered. The use of coaching and think-aloud in the usability approach assisted in allowing the research to be appropriately sensitive to the beliefs and culture of the subjects. It is anticipated that the research findings will help software companies in Jordan and other Arabic-speaking nations to enhance UI for Arabic mobile and tablet applications.
Keywords: User Interface; Arabic Users; Usability; Tablet PCs; Gender; Educational Application.
Influence of Online Retailers Social Media Marketing Strategies on Students Perceptions Towards e-Shopping: a qualitative study
by Marcos Komodromos, Tao Papaioannou, Mohammed Alhaji Adamu
Abstract: The usage of the Internet-based technologies,particularly social networking sites such as Facebook and Twitter as business platforms can be a critical strategy in enhancing an online retail outlets reach and operational efficiency.This study employs a qualitative study with twenty in-depth interviews to explore the factors/strategies that influence students acceptance of e-shopping.The objectives of the study were to examine students perceptions of e-shopping via the social media fan pages of Konga and Jumia online stores and their perceptions about the difference in the influence of the online marketing strategies on acceptance of e-shopping between Konga and Jumia online stores.The results highlight students perceptions of e-shopping via the social pages and they find e-shopping experience very interesting and fun.The most important motivating factor which influenced the online shopping in Konga and Jumia online stores are the marketing strategies that companies use and convenience followed by time saving and price for consumers.
Keywords: e-shopping; social media; Facebook; Twitter; online retail shops; consumers; engagement.
Using blogs to promote reflective dialogue in vocational education
by M. Concepcion Bort, Manoli Pifarre
Abstract: This paper investigates how blogs can be used to support reflective dialogue in vocational education and how such dialogue can be characterised. Our paper claims that a dialogic approach is needed in which reflection is conceived as a voice immersed in a social interaction dialogue. From literature review, our study defined key higher-order thinking skills that indicate the presence of reflective dialogue on students' blog contributions. Our work claims that these thinking skills can shed some light on patterns of behaviour in order to engage vocational students in reflective dialogue. The thinking skills have been clustered in four dimensions attending to their function among the bloggers interaction: caring, critical, creative and regulatory. These thinking skills were embedded in a blog learning project, implemented in two real classrooms settings and evaluated in two studies. Our experimental data support the claim that blogs' affordances play a key role in reflective dialogue development.
Keywords: Blogs; Reflexive dialogue; Thinking skills; Educational project.
AN ANALYSIS OF THE PERMEABILITY OF MOROCCAN HIGHER EDUCATION TO E-LEARNING AND SIMULATION BASED E-LEARNING
by E.L. Hassan LAAZIZ, ELMUSTAPHA ELKHOUZAI
Abstract: The integration of E-Learning into the educational and training landscape of developed and emerging countries is becoming more and more important and has become an important issue since the beginning of the millennium. The sophistication of associated information technologies tends to replicate all the virtues formerly associated with the face-to-face. Recent advances in interfacing and integration between Learning Management Systems (LMS) and simulators are an example. In Morocco, E-Learning is still in a basic level of both practice by practitioners and the place granted to it by governments. Accordingly, the degree of penetration of E-Learning is fairly basic both in sophisticated devices and in the sophisticated content that can be able to change the situation. The aim of this article is to study the permeability of Moroccan higher education to e-Learning devices and interactive content in particular. The degree of penetration of E-Learning and interactive and simulation-based content will be analyzed, benchmarked and discussed.
Keywords: Higher education; Simulation; E-Learning; Standards; Morocco.
Chao: a framework for the development of orchestration technologies for technology-enhanced learning activities using tablets in classrooms
by Patrick Wang, Pierre Tchounikine, Matthieu Quignard
Abstract: In technology-enhanced learning, orchestration technologies refer to computer systems that support teachers in the orchestration of learning applications. Due to the specificity and diversity of each learning application, the use of these orchestration technologies is often not adequate in situations that they were not designed for in the first place. In this article, we tackle this issue and present the software framework Chao. This framework has been designed to provide a set of classes, methods, and user interfaces to facilitate the development of orchestration technologies for tablets. The evaluation of this framework concerns its design, the usability of its user interfaces, and its ability to be adapted for various learning applications. The results suggest that teachers found the instances of the framework useful in assisting them during their orchestration tasks, and that little work is required to instantiate the framework.
Keywords: classroom orchestration; framework; orchestration technologies; tablets; technology-enhanced learning.
Automatic summary of teachers' error feedback based on taxonomy
by Hakim Mokeddem, Cyrille Desmoulins, Nadine Mandran, Rachid Chalal
Abstract: This paper presents an algorithm that computes the most common error types reported by teachers on students' lab reports in LabBook system. These common error types aim to improve students' learning by helping teachers to take necessary corrective actions. Computing the most common error types is not obvious because of their taxonomic structure. Thus, using frequencies of error types leads to select the uppermost type as the most common one. For this reason, two other parameters are taken into account in addition to the type frequency: a type generality level and a number of type subtypes. To define a computing algorithm, the most common error types are formalised with three rules where each rule uses one parameter. The algorithm proposed is based on ranking function that respects the three rules. It assigns a score to an error type by multiplying its frequency with a weight function based on information content. The feature that provides common error types to teachers was implemented using semantic web technologies. The results of a qualitative study conducted with teachers showed that experienced teachers used and combined the algorithm rules to select the most common error types that can help them take corrective actions efficiently.
Keywords: error types; formative assessment; semantic web; taxonomy.
Comparing novice programing environments for use in secondary education: App Inventor for Android vs. Alice
by Stamatios Papadakis, Vasileios Orfanakis
Abstract: Coding is part of logical thinking and is one of the basic skills which are known as '21st-century skills'. Coding acquisition is necessary as it is used in a wide range of occupations. However, computer programing is difficult to learn and programing courses often have high drop-out rates. Novice programmers suffer from a wide range of difficulties and deficits. Research in teaching and learning programing across different countries and educational contexts reveal that novice programmers face the same challenges in their efficiency of writing, debugging and running programs. These difficulties have led those involved in the teaching of programing to further consider the most effective ways that can facilitate novice programmers in learning the basic programing concepts. Visual programing environments which support the construction of programs through a drag-and-drop interface are among the most popular coding tools for teaching novice programmers. In this paper, we investigate the use of Alice and App Inventor for Android, with regard to their effectiveness for teaching and learning programing in secondary education students.
Keywords: Alice; App Inventor for Android; novice programmers; visual programing environments.
Discussion-facilitator: towards enabling students with hearing disabilities to participate in classroom discussions
by Mohammad A. Alzubaidi, Mwaffaq Otoom
Abstract: Class participation plays a vital role in the learning process during classroom instruction. Deaf students often have difficulty participating in class discussions. Several studies have shown that deaf people are better able to interpret speech when they can view the lip movements of a speaker. This paper proposes an assistive device, called the Discussion-Facilitator, which aims to enable deaf students to better participate in classroom discussions. This is done by combining the speech-recognised text of the lecture with a live video stream that is zoomed-in on the lecturer's face. The student is also able to write a text response and play it on loud speakers. Nine deaf students conducted a usability test. The results show that viewing lip movements combined with the speech-recognised text of the lecturer contributed to the understanding of the lecturer's speech, and that our prototype makes the engagement of deaf students in classroom discussion more effective.
Keywords: assistive technology; class participation and discussion; deaf/hard of hearing; image processing and computer vision; lip reading.
A multi-agents system to compute human learning indicators activities based on model-driven engineering approach
by Tarek Djouad, Mohammed Benmohammed
Abstract: This paper presents a multi-agent architecture and its implementation for facilitating the evaluation of learners' activities in real learning situations mediated by a technology enhanced learning systems. Our proposal is based on model-driven engineering using modelled activity traces to compute human learning indicators. We claim this approach facilitates the computation, the management and the reuse of learning indicators independently of any learning platform.
Keywords: activity traces; human learning indicators; model-driven engineering; multi-agents systems; technology enhanced learning systems.
Challenges concerning deep learning in SPOCs
by Renée M. Filius, Renske A.M. De Kleijn, Sabine G. Uijl, Frans J. Prins, Harold V.M. Van Rijen, Diederick E. Grobbee
Abstract: Higher education institutions aim for deep learning and are increasingly providing their education through an online medium. SPOCs are a specific form of online education that has rapidly grown in the last decade. In this study, 11 SPOC instructors have been interviewed about the challenges they face when the aim is to promote deep learning. Five main challenges in achieving deep learning in SPOCs were identified: 1) Alignment in learning activities, 2) Insight into students' needs, 3) Adaptivity in teaching strategy, 4) Social cohesion and 5) Creating dialogue. These results indicate that SPOCs have distinctive challenges compared to other forms of online education. Instructors may have to place more emphasis on the social and teaching activities compared to the cognitive activities of the course. Instructors can take the results into account while developing and teaching SPOCs. Consequently, it shows the need for training in how to design and teach SPOCs.
Keywords: challenges; community of inquiry; deep learning; MOOCs; online education; online learning; SPOCs; teaching/learning strategies.
Students' perception of Quizlet as a Chinese learning tool: a preliminary study
by Eddie T.C. Lam, Lih-Ching Chen Wang, Xiao Wan Zhao
Abstract: Since its depute in 2010, the Quizlet has grown to become a popular multi-purpose language learning tool. The purpose of the study was to examine the perception of the Quizlet as a tool to learn Chinese. Participants were seventh grade (n = 15) and eighth grade (n = 17) students enrolled in the Chinese language programs of a middle school. The measuring instrument consisted of 18 items. Item respond was based on a 5-point Likert-type scale. The Cronbach's alpha of the questionnaire was 0.913, indicating its high internal consistency. Results of the one-sample t-tests showed that there were three significant items among each of the seventh and eighth graders. Overall, students are reluctant to use the Quizlet every day or use it at home. The students also do not like the printed Quizlet and paper flashcards. Nevertheless, future studies should include a larger sample and compare the effectiveness of different language learning software.
Keywords: flashcards; instructional technology; student performance; vocabulary learning.
Semi-supervised algorithm with knowledge-based features for learner's profiles interoperability
by Leila Ghorbel, Corinne Amel Zayani, Ikram Amous, Florence Sèdes
Abstract: Nowadays, the user can have several profiles found in different adaptive systems relative to various fields. In particular, adaptive e-learning systems respond to a strong need to adapt to each learner their proposed activities based on the data stored in his/her profile (learning-style, interest, etc.). However, each system can have incomplete data as far as the learner is concerned. Hence, the exchange of the learner's profile data is extremely important in order to enhance his/her learning experience. The exchange requires a matching process so as to resolve the large number of a learner's profiles differences whether in syntax, structure or semantics. In this context, we propose a matching process to automatically detect the similarity between the profile elements. The originality of this process resides in the fact that it rests on a new semi-supervised Tri-Training algorithm which significantly improves the state of the art approaches.
Keywords: e-learning; interoperability; knowledge-based features; learner's profiles; mapping; matching; Tri-Training.