International Journal of Educational Technology in Higher Education

Today, learning is perceived as a challenge that must be faced simultaneously on numerous fronts. Indeed, learning is no longer confined to the classroom. Students have the opportunity to learn inside and outside the classroom walls. Technology plays its part, as does the abundance of information available on social networks and in the mass media. Educators must stay abreast of change as information and potentially useful technological resources leave traditional education behind. Optimising class time through new methods, techniques and resources is paramount in today’s education systems. This paper presents the results of a quantitative study of students’ written production in English. The English writing skills of engineering students were developed using situational (or class) simulations and a large-scale web-based simulation in real time. Quantitative analysis of students’ written production was used to test for differences between experimental and control groups. The goal of this study was to show that simulation-based instruction contributes significantly to students’ progress in written production in English. The results showed that students who received simulation-based instruction (experimental group) significantly improved their English writing skills, primarily in terms of organisation and linking of ideas more than students who attended a regular English course (control group).

Visual-spatial abilities are relevant for performing diverse everyday tasks as well as being successful in multiple fields. This work provides empirical evidence supporting the claim that studying a computer graphics course, as commonly offered in computer science or engineering programs, can help develop stronger visual-spatial abilities. This benefit was estimated with the assessment of students’ performances in a standardized test of visual-spatial abilities. This empirical pre-test/post-test study ran for three consecutive semesters and involved six computer graphics groups where students were evaluated with the Purdue Spatial Visualization Test to measure whether the full-semester working on contents heavily related to 2D/3D geometric transformations had a positive effect on students’ visual-spatial intelligence. Results show a statistically significant increase in the average score in the test, which in turn suggests that these cognitive abilities could be reinforced or trained through the normal course workload. Additional findings in this study suggest that a retest gaining factor is present just by taking the test twice, and that there is a weak correlation between students’ level of visual-spatial abilities at the beginning of the course and the final grades obtained at the end of the semester.

The study explored student readiness for online learning in the Northeast of Thailand, using the Unified Theory of Acceptance and Use of Technology (UTAUT). The survey also explored students’ self-regulation, computing devices ownership, and level of familiarity with education-related technologies. The responses imply that students have a slightly positive perception toward e-learning. They use mobile technologies extensively, and have experience using social media; but are unfamiliar with other collaborative e-learning tools. A discussion includes recommendations for cultural context and the design of e-learning in Thailand.

In the area of e-learning, there are new challenges to be overcome. One of them is to allow students self-regulation of their learning. Within this self-regulation process, students and teachers use technological tools to carry out their tasks. In general, these tools do not consider pedagogical aspects. Emerging approaches propose the use of electronic portfolios and semantic technologies to provide pedagogical characteristics that make tools more user-friendly for both teachers and students. This paper presents a conceptual model of an intelligent system to support self-regulated learning. This model is based on semantic technologies and uses the concepts of learning paths and student e-portfolios. For learning path generation, the system considers the different learning levels that a student should achieve and metrics that measure student progress. In this way, it proposes a learning path with the intention that the student achieves as highest learning level as possible.

The thriving technology penetration in all aspects of today’s life and deficiency of traditional pedagogies necessitate wise adoption of modern approaches in the educational context. As a few studies concerned the simultaneous application of classical educational theories with modern technological pedagogy, the present researchers launched General English (GE) courses enjoying the consolidation of Brain-Based Computer-Assisted-Language-Learning (BBCALL) and Flipped-Model (FM) with the aid of the Learning Management System (LMS) for fourteen 150-min sessions to explore their impact on vocabulary learning and reading comprehension (RC). In this pre/post-test experimental study, conducted in coeducational GE courses of a state university, 61 homogenous non-English major bachelors, selected via the convenience-sampling technique and screened by standard RC and GE-VOC tests, participated. Articulate Storyline software was used to develop intentional instructional content according to 12 BBL principles. BBCALL was the common aspect and in-class content attainment of non-flipped versus in-class content engagement and formative quizzes of flipped courses were the distinguishing features of the applied treatments. The statistical analyses of this action research demonstrated significantly meaningful outperformance of flipped BBCALL participants in vocabulary learning ( $$sig=0.001)$$ and RC ( $$sig=0.033)$$ . To enhance results interpretation precision, gender was considered in groups’ differences. Although females in flipped course meaningfully outperformed on RC, male partakers of flipped course experienced the most meaningful improvement in VOC learning. Additionally, low-proficient learners benefited the most from such a self-paced and learner-centered education. The findings suggest that flexible instructional materials and effective tech integration could facilitate the improvement of higher-order thinking, creative problem-solving, and scaffolding.

We find ourselves in the era of a new paradigm of education, in which learning ceases to be an internal and individual activity and becomes an activity performed collectively, critically, in participation with others, and online (Siemens, 2005). It is in this sense that the flipped classroom model arises. The present study provides evidence of the model’s efficacy at the university. The study investigates whether the model improves: the teaching and learning processes, the satisfaction in the development of the course, the academic performance of students and the assessment of professors. The method used consisted of an evaluative study and the collection of data from both professors and students. Regarding students, we analysed the following set of data: academic results, the university’s official survey, a questionnaire created and validated for the purpose of this study, and a focus group. Regarding professors, we collected data by interviewing the professors that organized the course. The results were in line with the previous study carried out by Yarbro, Arfstrom, McKnight and McKnight (2014). The study by Yarbro and colleagues, as well as present study, confirmed that the model contributed to: the enrichment of teaching and learning processes, aspects related to the integration of concepts, the role change of professors and students, the improvement of the processes of participation and communication, the integration of the ICTs, the improvement of academic results, and the promotion of student interest in the course.

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.

Đắm chìm trong một hệ thống học thuật nơi chương trình học dạy cho sinh viên các kỹ năng cụ thể nhằm phát triển nghề nghiệp tương lai, mạng xã hội, như những môi trường chuyên biệt chủ yếu trong các bối cảnh giáo dục không chính thức, chuẩn bị cho họ đạt được các năng lực đổi mới và nổi bật mà không có trong chương trình học. Ở đây, chúng tôi trình bày kết quả của một nghiên cứu đổi mới được tài trợ bởi Viện Khoa học Giáo dục tại Đại học Seville (US), Tây Ban Nha, và Khoa Kinh tế và Khoa học Xã hội tại Đại học Carabobo (UC), Venezuela, bao gồm một kinh nghiệm hợp tác về các thực tiễn tốt nhất. Một mẫu 175 sinh viên đã được sử dụng trong nghiên cứu, trong đó 55 sinh viên đang theo học chuyên ngành Quản trị Kinh doanh tại UC, và 120 sinh viên đang học tại Khoa Khoa học Giáo dục tại US. Trong số các phát hiện đáng chú ý nhất, chúng tôi khẳng định rằng Facebook, như một môi trường học tập cho việc nghiên cứu và chia sẻ mã phản hồi nhanh (QR), là một công cụ mà sinh viên định nghĩa là gần gũi, đáng tin cậy, dễ sử dụng, và có nhiều lợi thế so với các môi trường khác, vì nó trở thành một nơi mà mọi người từ các địa điểm khác nhau gặp gỡ và chia sẻ những trải nghiệm giáo dục chung. Hơn nữa, nghiên cứu này nhấn mạnh rằng việc sử dụng Facebook cho phép sinh viên tiếp thu và/hoặc phát triển các năng lực công cụ, giữa cá nhân và hệ thống.

Educational technology has become an indispensable aspect of higher education, playing a crucial role in affecting student engagement, in particular. The application, advantages and disadvantages of learning management systems (LMS) and social networking systems in Chinese EFL courses, represented by Superstar—Xuexitong and WeChat, are introduced. The study aims to explore the relationship between the two educational technology tools and three dimensions of student engagement. Using an adopted and revised questionnaire from previous researches, the study measures the extent of impact of the specified educational technology tools on student engagement with the help of SPSS. Through the independent sample T tests, analysis of variance, correlation and regression, the study found that emotional engagement has the strongest positive effect on educational technology engagement. In addition, analysis of the four principal factors indicates that using LMS could engage students more than adopting social networking systems. There are significant differences in cognitive engagement between different genders, with that of males surpassing females. This article provides some empirical evidence for exploration into the use of educational technology in a specific discipline to foster better student engagement.