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The present study aimed at examining the effect of e-learning and students 'digital literacy towards their learning outcomes. It was designed in quasi-experimental research with post-test-only control group within 2x2 factorial design. The sample of the study involved 96 vocational students obtained from random sampling technique. Two instruments were conducted in this study, namely questionnaire and test. The obtained data were analysed descriptively and inferentially assisted by SPSS 25 in which analysis variance test (ANOVA) was conducted for hypothesis testing. The results of the study show (1) there are different learning outcomes between students who were taught using e-learning and conventional method; (2) there is an interactional effect between e-learning and students' digital literacy; (3) there are different learning outcomes between students with high digital literacy of experimental and high control group; and (4) there are different learning outcomes between students with low digital literacy of experimental and high control group. The provision of e-learning is effective for learning process. It implicates the teachers in which they direct students to know any digital learning platforms. It gives chance to integrate learning and technology to make students familiar with various technology which gives impact to their learning outcomes.

This research aims to study Factors Influencing Academic Staff Attitudes Towards Smart Boards Use in Education Process in Applied Science University. Additionally, it seeks to examine the moderating role of the type of school. The research's independent variables consist of Factors (interaction, self-efficiency, course design, technical support, convenience and accessibility), while the dependent variable is Attitudes towards smart board. A quantitative method was used. The primary data was collected through academic staff university email and through whatsapp. A sample of (N = 27) respondents, who are academic staff in Applied Science University. The result of this research confirms showed that there is a significant positive impact of the smart board on the attitudes of faculty members through positive interaction between them and students and educational materials. The result of interviews this research confirms that the smart board supports the process of interaction between the lecturer and the students in one hand, and on the other hand, it supports the process of interaction between students and educational materials.

The objectives of the research: The article considers the problem of preparing teachers for activities in the information space, which covers both the virtual space, where electronic communications are provided via various Internet networks, and certain technical devices. Considerable attention is paid to the study of the peculiarities of the psychological readiness of teachers to use information and communication technologies. The complex of research methods is used in the work: Psychological features and problems of the influence of information and communication technologies on the implementation of effective interaction between teachers and students are identified. Theoretical results: Based on the analysis, the essence and structure of psychological readiness of teachers to interact with students in the digital educational environment are revealed, which contains cognitive, motivational and operational components. Empirical results: A set of methods for studying the levels of psychological readiness of teachers to use information technology and interaction with students in the educational environment is grounded and the results of their application in a representative sample of educators are presented. It is noted that the introduction of ICT in the educational environment contributes to improving its quality, as well as improving the organization of educational institutions and their management.

This article aimed to investigate the relationship between technostress and anxiety disorder in Brazilian public higher education students during the COVID-19 pandemic. The quantitative study was based on primary data (n = 1981) collected through the structured questionnaire of a population of Brazilian public higher education students. Partial least squares structural equation modelling method and multigroup analysis were used for data analyses and to compare the constructs. Of the five dimensions of technostress analysed, techno-uncertainty and techno-complexity did not influence generalized anxiety disorder. Nonetheless, the results demonstrated that technostress was present in the lives of the students studied, demonstrating significant relationships with generalized anxiety disorder. Therefore, this study presents relevant reflections regarding prolonged exposure and additional factors that technology influenced students' quality of life, thus generating strategic alignments to improve the mental health of students who went through the remote teaching process imposed by the COVID-19 pandemic.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

The increasing popularity of mobile dual-language learning applications (apps) in the education industry has led to a growing interest in investigating their effectiveness. However, there is a paucity of research investigating mobile apps specifically designed for speakers learning dual languages. Accordingly, this study utilised a qualitative research method to explore the perceptions and design of such apps for bilingual teaching and learning. A cohort of 30 in-service teachers participated in individual interviews, serving as the primary source of data collection and analysis. Thematic analysis was employed to identify patterns within the transcripts and detailed field notes. The results revealed nine themes and twenty-four subthemes related to mobile dual-language learning apps. These findings provide insights into the potential benefits and challenges of using mobile apps for language learning, as well as implications for the design of dual-language learning apps. The implications of this study extend beyond the education industry and have practical implications for language educators and app designers alike. The study contributes to the current body of knowledge in the field of education by shedding light on the effectiveness of mobile dual-language learning apps for bilingual teaching and learning.

The significance of assessment as a learning component has led to the development of a sound assessment system that supports the teaching and learning objectives. Achievement of learning assessment should prioritize assessment "as" learning (AaL) and assessment "for" learning (AfL) rather than the assessment "of" learning (AoL). The appropriate AaL and AfL have influenced the process of AoL. Almost all teachers in Indonesia have faced the challenge of implementing Aal and AfL. This study used a qualitative study to report English as a Foreign Language (EFL) teachers' perceptions and challenges regarding technology-based AfL and AaL. The design of the study was content analysis using the coding procedure and the grounded theory framework as the analytical foundation. Data gathered involved conducting structured interviews with 60 EFL teachers from three central provinces within Indonesia. The findings revealed that EFL teachers in Indonesia had different perspectives about technology-based AfL and AaL as flourishing assessment approaches. Most of the EFL teachers' perceptions said that due to a lack of time, large classes, and lack of knowledge and training on technology-based AfL and AaL principles and practices in EFL contexts, implementation of technology-based AfL and AaL was viewed as challenging. The study has implications for EFL teachers and trainers in developing an instructional model of technology-based AfL and AaL.

Massive open online courses (MOOCs) have gained popularity among sales professionals who use them for self-directed learning and upskilling. However, research related to their intentions to continue learning is scarce. Drawing from the social cognition theory, this research aimed to address this gap by investigating the role of task-technology fit, self-development, and social recognition in sales professionals' continued use of MOOCs. The study hinged on empirical research and used a survey to collect data from 366 sales professionals. The results suggest that task-technology fit, self-development, and social recognition play a significant role in sales professionals' continued use of MOOCs. The study has practical implications for organizations promoting employee learning and development. The findings provide valuable information for MOOC designers and providers to develop more effective courses that meet the needs of sales professionals.

Engaging with physical education teachers who were compelled to integrate technology into their lessons during the COVID-19 pandemic is crucial to understanding how the pandemic has presented this 'new normal' circumstance. It is vital to gain insight into the initial experiences of physical education (PE) teachers who transitioned to online physical education (OLPE) teaching, as well as to identify potential areas for improvement in the future. This study investigated the perspectives of secondary school PE teachers on OLPE teaching during the COVID-19 lockdown, their professional development, online training opportunities and future perceptions. Using a mixed-methods approach, this study analysed data from 35 secondary school PE teachers in Fiji, using Google Forms to collect quantitative data and semi-structured interviews for qualitative data. The quantitative data was categorized by age, gender, school setting, qualifications, and teaching experience, while the qualitative data was analysed by themes. The study found that teachers struggled with OLPE due to lack of preparedness, poor Internet connectivity, and lack of emphasis on PE during lockdown. Despite their readiness, integrating technology remains challenging due to a lack of incentives, limited support, and fear of the unknown. The study emphasises the vital importance of technology in creating engaging and relevant PE experiences and recommends the provision of specialised resources, personalised curriculum guidance, and a change in teacher training institutions' paradigms to incorporate contemporary technological applications in PE.

As labour markets undergo rapid and profound transformations, lifelong learning is essential to ensure a responsive, competitive, and skilled workforce. Mature learners are a diverse group, but in comparison to their younger student counterparts, are more likely to have employment and/or caring responsibilities. This field note discusses the development and features of a novel online open educational resource, called "At a crossroads: Navigating work and/or family alongside study" ("At a crossroads" for brevity). The resource aimed to assist university students to both learn about the support options available to them as well as to consider how they themselves might make decisions if they experienced a conflict between their student/work/family roles. "At a crossroads" is innovative in terms of how it was developed (i.e., via survey-based research, story completion method, and consultations sessions with tertiary students) and in terms of what it is (i.e., an online interactive resource that incorporates short dramatizations, social polls, and opportunities to reflect). Our experience in developing this resource caused us to consider how making resources designed to be engaging and informative, while encouraging, positive changes, must be part of the solution. This is especially so when there is significant concern around the overall well-being of tertiary students and their course completion rates. While universities have attempted to offer a range of tools to support their students, on-demand online resources such as "At a crossroads" are easily accessed, free to use, and deliver content in an engaging manner.

This article presents the results of applying an educational sequence implemented with technological support on an LMS and focused on peer assessment that was designed specifically to address key concepts in statistics with first-year undergraduate students. Individualized information is available for a total of n=232 students to support the empirical conclusions that are drawn. Based on the comparison of the peer assessments and the academic performance obtained in the two previous academic years in which a different methodology was applied, differential effects are found in the quality of the assignments presented. This, together with the perception of the learning by the students, suggests the incorporation of peer assessment processes in future curricular design.

Society is in an incessant process of reflection, but the educational system is not following the same path, creating an urgent need for a quality educational renovation in which new methodologies, approaches and educational resources are developed based on creation, collaboration and learning by doing. In this sense, the integrated education of science, technology, engineering, art, and mathematics (STEAM) is postulated as an educational approach through which to transform the teaching-learning processes into processes that contribute to the development of critical, creative, and scientific thinking. Proof of this is the continuous increase in publications in this line of research. This article presents a systematic review with a total of 19 studies published in high-impact journals with the aim of making a critical reflection and evaluating the real scope of incorporating STEAM projects in education to improve the students' mathematical skills. In particular, five areas of interest have been evaluated: active learning in the teaching of STEAM subjects, the development of technological resources, the design and implementation of educational proposals, the evaluation of STEAM education and teacher training in STEAM education. Considering the results, we emphasize the need to continue working on the theoretical foundation and educational practice of this approach to allow teachers to implement it effectively.

This study investigates the impact of gender differences on the utilization of online platforms and attitudes toward them. A quantitative approach was adopted, employing a questionnaire comprising two domains: utilization and attitudes. The questionnaire consisted of 34 items, and its validity and reliability were assessed. The study's sample comprised 153 randomly selected graduate students from Jerash University. The findings indicate that students' utilization of online learning platforms, particularly the Zoom platform, is high, as is their positive attitude toward it. Furthermore, statistically significant gender-based differences were observed, favoring male students in both platform utilization and attitudes. The study recommends the implementation of a quasi-experimental approach to explore the gender variable's impact on students' platform utilization. Additionally, encouraging the use of Zoom platform among both students and instructors through incentivization is suggested.

The efficacy of vocational teachers' utilisation of digital technology in the context of the Industrial Revolution 4.0 remains a pressing concern that necessitates pragmatic resolutions. Social support and infrastructure are the leading causes of the limited technological self-efficacy of digital technology practices. This research seeks to examine the impact of infrastructure and social support through technological self-efficacy on vocational teachers' digital technology practices during the Industrial Revolution 4.0. The research employed a quantitative approach and ex-post-facto methods, involving 207 vocational teacher respondents. The data was analysed using structural equation modelling techniques, namely path analysis and bootstrapping approaches. The inquiry results indicate that technological self-efficacy acts as a mediator of digital technology practices, with a statistically significant p-value of less than 0.05. The relationship between social support for digital technology practices and technology self-efficacy is mediated by an estimate of 0.089 with a p-value of 0.019. Similarly, the relationship between infrastructure for digital technology practices and technology self-efficacy is mediated by an estimate of 0.250 with a p-value of 0.000. A comprehensive analysis of variables, including their direct, indirect, and total effects, revealed a considerable influence of the variables included in the study. After analysing the features of each respondent, a p-value < 0.05 was achieved, indicating a significant influence between the variables evaluated. It suggests that the relationship between the variables can be broadly applied to the characteristics of each respondent. Enhancing digital technology practices in vocational education requires increased efforts from educational institutions and the government.

E-learning was the most preferred mode of instruction during COVID-19 pandemic. In March 2020, the Government of India closed all the educational institutions in India due to spread of COVID-19 pandemic. The closure of educational institutions affected the schools, colleges and universities. To overcome this, the HEI's adopted various online learning methods to reach out to students. E-learning was the method which HEI's adopted for continuing the education during COVID-19 pandemic. E-learning was one of the solutions which helped students to carry their teacher learning from the safety of their respective homes. It offered flexibility to students in terms of when and where they can learn. E-learning helped students and teachers in continuity of education during pandemic as it offered a quick and scalable solution for delivering educational content remotely which allowed students to continue their education without any interruption. The aim and objectives of the current study is to analyze the scenario of E-learning in India during COVID-19 pandemic. It also highlights the importance of E-learning platforms because of which it was adopted during pandemic. Further, the study also highlights various challenges faced by teachers and students during pandemic.

The proliferation of technology and the heightened significance of e-learning in the midst of the COVID-19 pandemic transformed the perspectives and attitudes of educational stakeholders toward educational technology. The objective of this research was to explore the attitudes of higher education students toward e-learning. Data collection was conducted via a questionnaire. The findings demonstrated that the key benefit of e-learning, as reported by a substantial majority (77.0%) of participants, is the convenience of studying from home. This is closely followed by the advantage of learning at one's own pace, as 69.4% of respondents expressed. A considerable proportion (58.8%) highlighted the comfort factor associated with e-learning, along with the cost-saving aspect of reduced expenses on accommodation and transportation. Other advantages included the ability to access course materials remotely (57.6%) option to record meetings online (51.1%), regarding disadvantages of e-learning, the majority (59.4%) of respondents indicated that e-learning limits interaction with others, followed by social isolation (44.1%), lack of self-discipline (43.5%), internet problems (43.5%). The results showed that elearning was perceived to be less effective compared to conventional face-to-face learning. Also, we showed that, in general, there is no significant relationship between socio-demographic variables and attitudes toward e-learning. Only a few significant relationships were found regarding demographic variables on attitudes. We made educational implications for the next studies on our results.

The goal of the study is to examine a comprehensive review of research involving augmented reality (AR) in mathematics teaching during the previous 10 years. For this purpose, the research was conducted using a systematic review technique. It synthesized a set of 60 articles from 2012 to 2021. Two researchers used content analysis to analyze the data. According to the findings, the majority of publications were published in 2019, with studies mostly aiming at assessing the influence of AR applications on mathematical achievement and exposing viewpoints on AR applications used in mathematics education. Also, secondary school students were mostly preferred as participants. Furthermore, most of the studies found that mathematics teaching with AR applications had a positive impact on academic standing and the teaching process, and that AR applications positively affected attitudes in mathematics lessons, increased the motivation of individuals towards mathematics lessons, and improved three-dimensional thinking skills.

This study connects to an ongoing discussion about the limits and affordances of simulators as realistic and relevant contexts for professional learning, in this case in the development of visual expertise. Earlier studies of simulator-based maritime pilot training conclude that there are risks associated with so-called negative skills transfer due to a lack of photorealism in simulator environments. The aim of this study is to carefully examine how visual expertise develops in and through training in a simulated environment. Through a practice-based approach to the development of visual expertise, and by using qualitative interaction analysis of video recorded training sessions, the analytical focus is directed towards maritime pilot trainees' talk about imperfections and inconsistencies in the virtual environment during exercises in a high-fidelity bridge simulator. Considering the multi-layered nature of the maritime pilot's visual expertise, findings show that the maritime pilots in training noticed and adapted to the specific methodological and technological challenges when manoeuvring a simulated vessel. During such reflection-in-action, they also commented on and explored the differences between, navigating in a simulator, on the one hand, and, on the other hand, navigating on board a ship. Instead of concluding that there is a risk for negative skills transfer that follows from the differences between the two contexts of navigating, we argue that the challenges introduced by representations encountered when training in a virtual environment may add to the expertise of the trainees and lead to enriched conceptual, methodological, and technical knowledge regarding the specificities of visually demanding and ambiguous navigation situations. In this way, this study contributes to advance our understanding of learning in virtual environments to the frontline of learning research.

This study aimed to determine the difference in students' level of understanding before and after using synchronous and asynchronous network learning modes. This quantitative study employed a quasi-experimental research design. Data were obtained from 87 students who were divided into two experimental groups. The results show a higher level of mastery among students in Experimental Group 2 compared to Experimental Group 1. This implies that students with high self-efficacy had a different mastery of concepts from those who had moderate or low self-efficacy. This study concludes that the application of learning networks and self-efficacy influences and improves student science learning outcomes.

Peer assessment encourages students to engage actively in the learning process. Based on a descriptive case study, this research aims to depict students' perspectives on using technology-mediated peer assessment (TEMPA) in the context of the English for Academic Purposes (EAP) course. The results showed the level of the students' attention, relevance, confidence, and satisfaction using TEMPA. Further, TEMPA provided adequate motivational stimulation to EAP students. In addition, we propose that students engage in peer assessment activities to acquire lifelong skills in assessing and delivering feedback to others and in self-assessing and enhancing their own work.

The National Education Policy (NEP) 2020 of India reframed the present structure of higher education such as syllabi, examinations, and assessments. Due to the pandemic, many educational and research institutions are building a knowledge and skill-based curriculum and designing new credit-based courses, while encouraging students to attend online courses as a way to meet the recommendations of NEP. Any e-learning platform or online course has four basic components: Videos, Activities, Additional Reading Material, and Discussions, with Additional Reading Material being a more important component. Online courses that are open to everyone (MOOCs) can be adopted irrespective of the students' specialization or area. The instructor provides the reading material to the learners as a fixed, recommended list irrespective of the learner's interest or specialization. Instructors are finding it difficult to cater to the diversity of learners' interests and learning styles. In this paper, I have focused and analyzed the additional reading material and digital reading patterns of learners in various MOOC platforms by conducting online surveys. I concluded that there is a need to use learning eXtension Trajectories (LxT) in the learner-centric MOOC model where an instructor can identify various supportive domains and provide a shortened list of resources comprising various media to the learners.

Background/purpose: Exploring intelligent agents in digital learning raises questions about the essence of Artificial Intelligence (AI) and its potential impact on education. This article provides insights into these inquiries and outlines outcomes from various experimental implementations, emphasizing the pivotal role of intelligent agents and conversational bots. These technologies have the power to revolutionize education by nurturing adaptive learning and problem-solving skills among university students. This work builds on existing research, aiming to articulate a conceptual understanding of AI as a strategic tool for learning. Materials/methods: The study systematically collected data from Colombian universities and underwent thorough analysis through a systematic review process. Findings were meticulously organized according to themes and categories, enriched by contemporary perspectives in learning theories and artificial intelligence, ensuring a comprehensive exploration within the context of Colombian higher education. Results: The synergy between repositories and artificial intelligence significantly enhances the capability to discover, analyze, and manage academic information. This amalgamation holds great promise as a strategy to enhance efficiency and precision in the university research process. Conclusion: The exploration of AI in education reveals a promising future. The integration of technology within teaching improves learning, making AI a valuable ally for progress and evolution in higher education.

Pre-service science teachers need to be aware of eco-literacy and biotechnology as they will teach science subjects to students from the perspectives of 21st-century skills. This study aimed to develop a web-based module on biotechnology and examine preservice science teachers' eco-literacy skills after using the developed module. The study used a research and development design adopting Molenda's product development model (Analysis, Design, Development, Implementation, and Evaluation/ADDIE). There were 60 students majoring in science education as the research participants. The data were collected using a needs analysis questionnaire, a curriculum analysis form, a validation sheet, tests, and a response questionnaire. The obtained quantitative data were analyzed using IBM SPSS 25 with descriptive statistical tests with Swanson's quantifications. Results showed that the web-based module on biotechnology could be developed through ADDIE stages with experts' high validity results (M = 4.59, valid with revision). The module significantly improved the teachers' eco-literacy skills on biotechnology topics (F = 14.053, p = 0.000, N = 60). This result implies that the web-based module on biotechnology can assist preservice science teachers in improving their eco-literacy skills.

Artificial intelligence is a popular technology that affects many fields today. Its impact is noticeable daily, especially in education, design, and other essential areas. This technology, which stands out with the convenience it creates for users and its help in organizing the workflow, will play a critical role in our lives in the future. This study is aimed to touch upon the innovations provided by artificial intelligence in the field of education and some of its basic features. Some software, especially ChatGPT, is included based on the potential of language models and their essential usage areas. In addition, in the study, it is mentioned how artificial intelligence can be evaluated as a material in text and visual form, the essential functions of artificial intelligence technologies, which are rapidly changing today, are explained in this article, and stimulating points about the current situation are mentioned for those who will work in the field.

Recently, Virtual reality (VR) technologies have started to be used increasingly in the field of education, as in many other fields. With the widespread use of virtual reality applications, there is a need to investigate the effects of virtual reality applications in the field of education. The results obtained from these researches can contribute to the creation of effective and efficient virtual reality-supported learning environments. VR applications, one of the technology-supported learning environments, come to the forefront to help students learn concepts more easily and permanently. Since VR is very new and not a common practice in classrooms yet, it is necessary and important to investigate how VR can be used in science lessons and students' views on these practices. The main goals of this study were to develop the Virtual Reality Solar System Model (VRSSM) for the unit "Sun System and Eclipses" for the 6th grade students and to find out what the students think about using virtual reality applications in science classes. This is a qualitative study and 16 students participated in this study and used the VRSSM. The semi-structured interview form was used as a data collection tool. The data was analyzed using content and descriptive analysis. The results of this research revealed that the students want VR to be used not only in science lessons but also in other lessons, they think that the knowledge they have gained is permanent and that they believe that this application can increase their science achievement. Additionally, students think that the application increases their interest in science lessons and affects their learning positively. Therefore, it is expected that the results of this research will lead to the creation and implementation of three-dimensional virtual reality learning environments related to various subjects and levels of science teaching.

Facilitation strategies play a critical role in helping instructors teach effectively in an online environment. However, there is a lack of research on how different facilitation strategies impact the online learning experience. To address this gap, our study surveyed 5980 college students from two universities in China and analysed the associations between facilitation strategies and student satisfaction using multivariate and logistic regression analyses. Our findings reveal that facilitation strategies aimed at managerial and technical purposes have different effects on student satisfaction with instructors compared to their satisfaction with their own achievement and engagement. Additionally, we found that student group discussion had a negative association with student satisfaction, potentially due to a preference for hierarchical learning in Confucian-heritage culture. In contrast, after-class learning materials were positively associated with student satisfaction. These findings offer important implications for pedagogical practices that aim to enhance the online learning experience for Chinese students on a large scale.

The impact of digitalisation on everyday life has necessitated the need for learners to acquire digital competence as part of their education. In order to prepare students to become digital citizens, it has become necessary for teachers to acquire and implement digital competence in the classroom. This study applied the DigCompEdu framework to Lebanese schools and teachers to examine the digital competences of teachers and their alignment with Ministry of Education & Higher Education (MEHE) standards. This study followed a cross-sectional descriptive design and involved 170 in-service teachers in Lebanese schools. This study found that whilst schoolteachers' practice meets all MEHE indicators, there is a significant need for training to schoolteachers in using digital tools and resources to promote collaboration in the learning process. The findings highlighted the importance of digital competences in schools and the need for ongoing training and support for teachers in this area.

The COVID-19 pandemic has prompted significant changes in education, including a widespread transition from traditional, in-person instruction to online learning, which has also affected music conservatories. This study investigates the relationship between social outcome expectations and teacher satisfaction with remote education (SRE) among conservatory music professors during the pandemic. Rooted in the Social Cognitive Theory (SCT), the study examines whether technostress mediates this relationship and whether the intention to use information and communication technology (ICT) moderates it. A cross-sectional survey was conducted among 108 Italian conservatory teachers through an online self-report questionnaire. The results indicate a negative indirect effect of social outcome expectations on teacher satisfaction through technostress. However, surprisingly, the direct effect was positive and stronger. The study suggests that social expectations lead to technostress. Still, they also present an opportunity for music educators to embrace the challenge of remote education and increase their satisfaction with it.

Instructor leadership is widely recognized as essential for facilitating meaningful online learning in higher education. While previous studies have applied organizational leadership theories to the study of instructor leadership, fewer studies have investigated online instructor leadership. This predictive correlational study detailed the associations between the Community of Inquiry (CoI) framework and servant leadership (SL) theory and employed multiple regression analyses to investigate the predictive relationships of seven SL dimensions on the three CoI presences. Survey data were gathered from 148 graduate students enrolled in online courses in education, communication, and engineering master's degree programs using the CoI Survey (Arbaugh et al., 2008) and the SL-28 (Liden et al., 2008). The findings revealed a significant positive correlation between the instruments. The predictive model as a whole explained 66% of the variance in students' perceptions of a CoI. Three SL predictor variables demonstrated the most influence: helping subordinates grow and succeed, conceptual skills, and creating value for the community. Additional analyses at the CoI subscale level revealed that the SL variables accounted for 73% of the variance in teaching presence, 55% of the variance in cognitive presence, and 31% of the variance in social presence. Implications and limitations are discussed and recommendations are proposed to implement online instructor SL.

Concepts related to molecular structure are often challenging for students to visualize and comprehend. Augmented reality has emerged as a promising solution to this problem, providing students with opportunities to manipulate and visualize chemical molecular structures to improve their understanding. Furthermore, collaborative learning environments have the potential to enhance student learning by fostering knowledge sharing and collaborative authoring. However, there is a dearth of research exploring students' acceptance of augmented reality in a collaborative learning context. Therefore, this study aims to investigate the technology acceptance of a wearable collaborative augmented reality system in chemistry education among junior high school students. Specifically, 124 students used "Microsoft® HoloLens 2" device to learn about chemical molecular structure. Data was collected using the Extended Technology Acceptance Questionnaire after participants used the system and analyzed using Partial Least Squares Structural Equation Modeling. The extended model takes knowledge sharing, collaborating learning, and collaborative authoring as exogenous variables with perceived ease of use and perceived usability and finally produces a structural model that leads to behavioral usage intentions. The hypotheses tested in this study were accepted as the relationships were significant. Knowledge sharing, collaborative learning, and collaborative authoring have a positive impact on perceived usefulness and perceived ease of use respectively; and perceived usefulness and perceived ease of use have significant effects on behavioral intention to use respectively. This study conclusively demonstrated the hypothesized relationships. Evidence from these results provides comprehensive insights that can help policymakers and educators better understand the factors influencing the adoption of wearable collaborative augmented reality.

This article reports on a systematic review of research studies published from 2010 to 2021 on the use of apps for learning in the secondary English as a Second Language (ESL) classroom. We extracted relevant information such as the studies' country/region, research design, sample size, students' age, apps' names to conduct a thematic analysis to associate the types of apps and their learning outcomes. The findings suggest that quiz apps support vocabulary acquisition, puzzle apps support vocabulary and grammar learning, platform apps support reading and writing development, augmented reality apps support increased engagement, and virtual reality apps support development of listening and speaking skills. The factors involved in the effective use of apps for learning in the English classroom include the use of quality apps to support the teacher's pedagogy, the profile and readiness of students to engage in digital learning, and the recognition that a classroom ecology is needed for effective integration of digital resources for teaching and learning.

Exploring and adapting learning development has been fascinating in recent decades. One is project-based online intercultural collaborative learning for international BIPA students in Thailand. Two simultaneous project-based learning classes are used in the quasi-experimental investigation. Indonesian students collaborate online in experimental classes. Knowledge exams and project product evaluations provided quantitative data, while communication recordings and semi-structured interviews provided qualitative data. The study found that BIPA novices improved from PBL adaptation. Online cooperation improves target culture theory and micro-setting life experiences, which aids early BIPA learning. Based on identified challenges, project-based online intercultural collaborative learning is advised to balance group work and individual aid for BIPA beginner learners, give team dynamics more time, and better use technology resources.

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technologybased classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively.

The Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence technology that engages in dialogue with humans, capable of generating formulations in the form of micro-narratives that can be problematized as a learning tool in the virtual space. This research aims to understand how ChatGPT can be used in teacher training as a didactic tool to facilitate learning in the virtual space through micro-narratives. We conducted a qualitative study using an action research approach with Brazilian students from the Graduate Program at the State University of Ceará in Brazil. The research consisted of five phases: diagnosis, which involved a mixed questionnaire to assess prior knowledge about generating micro-narratives using ChatGPT; action planning, which involved developing a training plan; implementation of the action, which included practicing the use of ChatGPT to generate micro-narratives and working with them in a didactic perspective in the virtual space; evaluation, which involved sharing the micro-narratives and engaging in circular discussions about them; and learning, which involved documenting the educational possibilities and limitations of micro-narratives. The results, processed using IRaMuTeQ, showed limited prior knowledge about ChatGPT and the importance of micro-narratives for educational work, as well as their fruitful pedagogical use for learning in the virtual space through conscious utilization.

This study proposes a narrative pedagogical model for creating and developing case studies that highlight the challenges and issues surrounding the megatrends of the Fourth Industrial Revolution, specifically "People and the Internet." This proposal, framed in an online learning environment, represents the second stage of an educational platform to guide university students in facilitating an ideathon to address the megatrends of the 4th Industrial Revolution. Designing a model for case study creation related to the megatrends aims to foster complex thinking in university students, especially innovative thinking, a sub-competency of complex thinking. Fostering complex thinking highlights the importance of cognitive, practical, and adaptive skills to address interdisciplinary challenges. The Design Process and Practice Methodology and the case study methodology facilitated the narrative case study design model. The outcome of this study is a tangible product that enriches the debates on education and complex systems thinking in the context of the Fourth Industrial Revolution.

In recent years, the profusion of methodologies available to teachers, thanks to the advancement of emerging and converging technologies, has created significant educational opportunities, but it also poses new challenges. Among these is the need to train teachers to exercise solid pedagogical judgment when implementing these approaches in the classrooms. One of the difficulties in making these critical judgments is the introduction of commercial terms into academic discourses, which hinder the thinking and assessment of these advancements from an educational standpoint. Therefore, the objective of this research is to reclaim the educational meaning of certain concepts necessary to contemplate these emerging technical and pedagogical methods in the realm of higher education in the face of the reconfigurations these terms have undergone due to the influence of economic ideas introduced by supranational organizations into the collective educational imagination. With this goal in mind, three documents from the Organisation for Economic Co-operation and Development under the "Horizon 2030" program are first analyzed to identify ideas and concepts that have been integrated into academic discourses. Subsequently, from a hermeneutic-interpretative perspective, the meaning of these terms is revisited from the university philosophy and pedagogy standpoint. The results of this research enable an understanding of the authentic educational significance of words like new, valuable, critical, democratization, active, autonomy, or study, among others, which are essential to approach emerging methodological advances and technological approaches from an educational perspective, detached from economic considerations.

This study examines the effects of digital game-based and different educational programs on the phonological awareness skills of 60-72-month-old children. The study group of the research consists of 60-72-month-old children studying in kindergartens affiliated with primary schools. The study group was divided into three experimental groups and one control group. There were 22 children in experimental group 1, 16 in experimental group 2, 17 in experimental group 3, and 17 in the control group, totaling 72 children. In the study, a phonological awareness education program was applied to experimental group 1, a digital game-supported phonological awareness education program was applied to experimental group 2, a digital game-based phonological awareness education program was applied to experimental group 3, and no intervention was applied to the control group. A quasiexperimental design was used as the research model. The Study used the Early Literacy Skills Assessment Tool (ELSA) and the Early Literacy Test for Preschoolers (ELTKC) as data collection tools. A pre-test was administered to the study and control groups, and after the pre-test, educational programs were applied to the experimental groups for ten weeks. After the educational programs were implemented, a post-test was administered to the experimental and control groups, and a retention test was administered to the experimental groups. According to the results of the study, it was determined that there was a significant difference between the experimental groups and between the experimental groups and the control group.

Islamic University of Nahdlatul Ulama (UNISNU) Jepara has been implementing hybrid learning which combines face-to-face and online learning for several years. This research investigated how hybrid learning is implemented in teaching and learning and how the facility is provided by institution to support the success of the hybrid learning implementation at UNISNU Jepara. Descriptive qualitative method is used in this research involving respondents of 18 head study programs and 180 students to collect data needed in this research. Survey, interview and FGD were used as instruments to collect the data. The result of the research revealed that the implementation of hybrid learning at all study programs at UNISNU Jepara has not run successfully and the factors causing this was the lack of preparedness of the lecturers and the support system provided by institution has not fully met the requirements as the success factors of hybrid learning implementation.

The models of E-learning Readiness (ELR) are basically designed to understand the process of obtaining the basic information necessary for measuring ELR among participants. They help organizations to identify the requirements for designing, developing and implementing E-learning. These models not only help the organizations to identify the degree of ELR but also to identify the factors or areas where the organization is weak. The present study reviews the models of E-learning Readiness (ELR) with the help of a small-scale literature review on Models of ELR. The purpose of the current study was to make an analysis of the existing ELR models in the literature. The researcher visited various online databases to collect studies. In addition to that, the researcher also did a manual search in the reference list of various studies in the related field for the addition of additional studies. By following an appropriate strategy, the researchers selected 07 ELR models for the current study. The current study reveals that Technology, Skills, Attitude, resources and human resources, Infrastructure, Flexibility, Support, Pedagogy, Management, Evaluation, Continual Improvement, Culture, Budgeting, Curriculum, Awareness, Law and Regulation, Content and Policy have been used on a larger scale for the development of the ELR models. Further, majority of reviewed studies have used various statistical techniques like regression analysis, Confirmatory Factor Analysis (CFA) and Exploratory Factor Analysis (EFA) for developing the models.

The present study examined students' perception of using Artificial intelligence-powered text-to-speech apps (AI TTS Apps) to learn aspects of English language pronunciation. This investigation was conducted considering the extended Unified Theory of Acceptance and Use of Technology (UTAUT2). To ensure participants had prior experience using AI TTS for pronunciation, they engaged in five sessions focused on learning both segmental and suprasegmental aspects of pronunciation through a text-to-speech app. This research employed a mixed-method approach. A questionnaire was used to examine participants' perceptions of AI TTS Apps, while interviews were conducted to gain deeper insights into their experiences with AI TTS Apps. According to the results, participants positively perceived the use of AI TTS Apps in learning pronunciation. It is recommended to utilize AI Text-to-Speech Apps both within and outside pronunciation classes, due to their positive pedagogical effects.

This study was done to find out what students thought about the variables of perceived control, perceived learning, perceived benefit, interest, motivation, affective components, attitude, behavioral components, and learning experience when using digital games in information and communication technologies courses. As a case study, the study was created. 30 students from the biochemistry department made up the study's research group. The tool for gathering data was a semi-structured interview form. Data analysis was done using the content analysis method. When the study's results were discussed, students claimed that playing digital games improved their perceptions of their level of control, interest in the subject, motivation, perceived value of the course, learning experiences, and learning facilitation. Students also mentioned that they felt a variety of positive emotions while using digital games, that they wanted to play them constantly and willingly, and that their attitudes had improved. To increase and enhance students' interest in the course, motivation, positive attitudes and emotions, desire, and learning experiences, digital games can be used in technology-focused courses.

The pandemic has affected many aspects of our lives including education and that has caused the Government to provide alternative teaching methods and make recommendations for online learning. Since smartphones and laptops using the internet are the only tools for learning, students are increasingly playing online games and being exposed to English vocabulary. This research aimed at identifying and analyzing whether students' participation in online games and vocabulary mastery simultaneously correlate with their learning motivation. This research is a quantitative research with a correlation design. The research was conducted at SMPN I Koba, Central Bangka, Bangka Belitung, with 93 students as respondents. The data collection technique used a questionnaire with a Likert scale on the online games questionnaire and learning motivation and the Guttman scale on the vocabulary mastery questionnaire. The prerequisite test uses the normality test, homogeneity test, and linearity test. Analysis using correlation analysis of r-Product moment and multiple regression analysis. The research results have shown that there is a correlation between students' participation in online games and vocabulary mastery simultaneously with learning motivation.

Learning processes can now be transferred to digital environments, allowing for the tracking of learners' digital footprints. The field of learning analytics focuses on the efficient use of these digital records to improve both learning experiences and processes. Dashboards are the tangible outputs of learning analytics. The use of dashboards in elearning has gained attention due to their potential impact on student interactions and academic success. In this study, we used a posttest control group design to examine the effects of dashboard use on 15,321 distance education students' elearning involvement and academic achievement. Results showed that dashboard use was associated with higher elearning interactions, but we observed no significant difference in end-of-term grades. This suggests that while dashboards may enhance student engagement in online learning, their effect on academic performance may be limited. The academic effects of dashboard use may only be observed in the long term.

The COVID-19 pandemic wreaked havoc throughout school systems across the world during the 2020-2021 school year. Riyadh School District in Saudi Arabia effectively transitioned from in-person student learning to remote student learning as a result of effective planning of resources and effective processes for implementation of remote learning. Employing Stufflebeam's CIPP evaluation model, an input evaluation and a process evaluation were conducted to shed light on the planning process employed to distribute resources and implement remote learning in a large school district in Saudi Arabia. Centralized supports for schools, including proper national funding, coordinated national teaching supports, and effective communication, aided Riyadh School District in the effective implementation of on-line learning for students.

This paper charts a forward-looking roadmap for open universities, drawing upon their historical evolution and current practices. It advocates a shift toward a universally accessible, personalized education system. At the heart of this proposed advancement lies the customization of learning paths and experiences, where individualized advising and mentorship, and a variety of learning content, resources, and environments are essential. The study underscores the importance of integrating advanced technologies such as artificial intelligence and blockchain into the open and distance education system. Within the discourse, the paper delineates three primary areas for open universities to address: system transformation, expansion of openness, and integration of digital innovation. The concluding part of the paper offers possible strategic recommendations for policymakers and researchers of open universities. The essence of these recommendations is advocating for a universally personalized educational paradigm while making a strong case for addressing the digital divide, fostering strong partnerships at both global and community levels, and supporting the use of the latest technology to its fullest potential. By navigating this transformative journey, open universities are not just participating in the evolution of educational models but also poised to lead a revolution in the broader landscape of higher education.

Purpose -- Throughout the high school years, especially for senior high school (SHS) level, academic stress emerges as the prevalent psychological state among students, particularly due to the simultaneous occurrence of adolescence and the increased intensity of academic obligations and responsibilities that must be fulfilled during this stage. As they approach college, they face the added pressure of making important career-related choices, which further intensifies the challenges they encounter during this phase. With classes transitioning to online platforms as an alternative measure for schools during the SARS-CoV-2 outbreak in the Philippines, presented numerous challenges and difficulties, it is crucial to examine the academic stress and coping self-efficacy among SHS students during this transition period. Additionally, this study aimed to investigate the predictors of academic stress and coping self-efficacy utilizing the sociodemographic profile of the participants. Methodology -- A descriptive research design was employed in the study. A total of 446 SHS students from Grade 11 to Grade 12 in one of the academic institutions in Quezon City were purposively selected to participate by answering two self-administered online measures on academic stress (Educational Stress Scale for Adolescents) and coping self-efficacy (Coping Self-Efficacy Scale). The collected data analyzed using SPSS v25. Findings -- Results revealed that self-expectation (M = 3.65) and workload (M = 3.45) are the primary sources of academic stress, and SHS students are more confident utilizing problem-solving (M = 6.17) to cope with academic stress. Further, being female (P= 0.01), level (P = 0.08), and belonging to the HUMSS (Humanities and Social Sciences) strand (P = 0.08) increase stress scores. A significant negative correlation of -0.26 (95% CI:-0.35, -0.17) between stress and coping self-efficacy was also found, which suggests that as academic stress increases, coping self-efficacy decreases. Further, being a female, SHS2, and in the HUMSS strand-tends to increase academic stress, while being a female who is unemployed and/or a mother whose working at home scores relatively low with coping self-efficacy. Significance -- These findings have educational implications. It highlights the factors to be considered by offering guidance to counselors and educators in developing intervention programs, focusing on psychological well-being and skill enhancement that would help mitigate the adverse outcomes of this period of disruption.

Traditional methods of assessing listening skills in language learners suffer from drawbacks such as subjectivity, inconsistency, and time-intensive grading processes. To overcome these limitations, we introduce an innovative assessment instrument designed to efficiently and effectively evaluate students' listening skills while offering instructors a dependable means to track progress. This study proposes the development of an online assessment instrument tailored to measure language learners' comprehension of spoken language. The two instruments incorporate a questionnaire and a variety of question formats, each gauging students' grasp of spoken discourse across diverse contexts and accents. Additionally, the online assessment assesses their proficiency in identifying main ideas, supporting details, and inferred implications within spoken communication. Accessible through a dedicated learning management system (LMS) platform available at http://lms.elsida.ac.id/, this instrument empowers instructors with a robust mechanism to gauge their students' advancement. By providing a thorough assessment of listening skills, the instrument stands as a powerful resource for educators seeking to drive ongoing improvement. The study's findings highlight how this assessment instrument can improve language learning through ongoing feedback. Through ongoing enhancements and testing in language learning contexts, the instrument contributes to a more effective evaluation of listening skills in language education.