Emerging Technologies In Learning

Online examinations, commonly known as electronic examinations (e-exams), are becoming increasingly implemented in higher education institutions in Palestine. However, learners' perspectives on these exams remain unexplored. This study therefore examines learners' perceptions of the online examination practices at Palestine Technical University-Kadoorie. An online questionnaire survey of 342 undergraduate students elicited their perceptions of the relative advantages of online examinations in terms of pedagogy, validity, reliability, affective factors, practicality and security. The results show that online exams were perceived to have significant benefits over traditional, paper-based examinations, including reliability of grading and efficiency in terms of time, effort and money spent on the exam process. Conversely, participants identified many challenges facing the successful implementation of online exams regarding security, validity and fairness issues. The findings also indicate that e-exams are particularly suitable for formative assessment, for measuring learning rather than the summative assessment of learning. The successful implementation of online exams depends on designing them to be valid, reliable, secure and flexible.

This study examined the adequacy of the available e-learning technological tools, their accessibility and utilisation at the Nigerian public senior secondary schools. The study adopted a descriptive survey method to collect data on available, accessible and utilised e-learning technology tools for secondary schools, using a questionnaire entitled " E-Learning Technologies Questionnaire " ELTQ. The findings of the study revealed that e-learning technologies were relatively available to the teachers and students, reasonably accessible and adequately accessible to students and teachers, respectively, and fairly utilized by both. There was no significant difference in the accessibility and utilization of the e-learning technologies between the teachers and the students. It was recommended that various stakeholders should formulate, legalise and implement specific ICT policies on e-learning technologies for the Nigerian secondary educational system to fast-track socioeconomic transformation as encapsulated in the Vision 20:2020 Document.

There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies, such as artificial intelligence (AI), robotics, the Internet of Things (IoT), and data analytics in education. Yet there appears to be no clear direction on what technologies should be adopted, how they should be integrated, or what effect their inclusion may have on the field of education or on learners. A research project exploring various 4IR technologies, and the benefits and challenges of employing these technologies for global sustainable development and education is underway. As part of the project, this paper presents initial findings from a thematic review of 28 academic peerreviewed journal articles from 2017 to 2019 on the use of 4IR technologies for attaining the United Nations’ 2030 Sustainable Development Goals (SDGs) and in education around the world. Findings include examples on the beneficial uses and implementation challenges of 4IR technologies for sustainable development...

Database design is one of the main topics of any introductory database course. Traditionally, for teaching it entity-relationship diagrams (ERD) are used. However, in the last years, Unified Modeling Language (UML) has emerged as an effective modeling tool for database design. In this paper we present a web-based tool designed to give support to teaching and learning conceptual database design using UML class diagrams. The proposed UML environment is an effective tool for formative assessment since it is capable of correcting automatically UML class diagrams exercises providing immediate feedback to the student. The tool is part of a more general framework, denoted ACME, which provides the main functionalities of an e-learning platform. The tool has been used in a first experimental group of an introductory database course

The evolution of Emerging Technologies (ETs) is changing all facets of educational process ranging from; the nature of classrooms, quality of content, methodologies, mode of students' engagement, and evaluation. The integration of emerging technologies in teaching and learning process increase the interest of learners, and the quality of outcome in educational process. It brings about innovations, creativity, and flexibility to learning, thereby equipping both the educators and the learners with necessary problem solving and survival skills in a digital world. However, despite the enormous benefits of emerging technologies, its integration in teaching and learning process is often hampered by number of factors which directly or indirectly affects the integration process. The study examines the various challenges that obstruct the integration of emerging technologies in teaching and learning process in Nigeria. Data were collected through structured questionnaires, in addition to secondary data generated for review of literature. A total of two hundred (200) questionnaires were administered to respondents that consist of educators and students selected from both public and private secondary schools and tertiary institutions with similar level of infrastructures in Southwestern Nigeria. The collected data were later analyzed using descriptive statistics. The results show that majority of the respondents agrees that the integration of emerging technologies in teaching and learning process brings inspiration and modernization to education, enhance inclusiveness, and promotes the achievement of teaching and learning objectives. In addition, the findings proved that the integration of ETs in teaching learning process are often constrained by number of challenges which includes: epileptic power supply, insufficient skills, availability and accessibility issues, funding, inadequate professional development, and poor internet connectivity. The study concluded that educators at all levels of education should continue to update their knowledge and skills on how best to integrate emerging technologies in the teaching and learning process.

Self-efficacy beliefs have proven to be an important influence on an individual’s learning success.  Badging is increasingly an element of innovative technologies for educational computing such as MOOCs, adaptive learning systems, smart learning environments, game-based learning, and gamification, among others. However, there is not strong evidence that a theoretical grounding drove the implementation of badging. In this chapter, the authors provide self-efficacy as a rationale for implementing badges. The rationale includes a summary of learner self-efficacy, a description of current applications of badging, and potential applications and impacts of using badging for learning to enhance learner self-efficacy. Suggestions for further study are made and potential implications are discussed for the use of badges on learner self-efficacy in an educational context.

Database design is one of the main topics of any introductory database course. Traditionally, for teaching it entity-relationship diagrams (ERD) are used. However, in the last years, Unified Modeling Language (UML) has emerged as an effective modeling tool for database design. In this paper we present a web-based tool designed to give support to teaching and learning conceptual database design using UML class diagrams. The proposed UML environment is an effective tool for formative assessment since it is capable of correcting automatically UML class diagrams exercises providing immediate feedback to the student. The tool is part of a more general framework, denoted ACME, which provides the main functionalities of an e-learning platform. The tool has been used in a first experimental group of an introductory database course

In the present study we employ a combination oflaboratory exercises and simulation. In particular westudied the case of teaching mechanical oscillations toundergraduate students of Polytechnic and Pedagogicaldepartments. Simulations were performed using a generalpurpose package, MATHEMATICA®, which is widelyemployed in our departments, and presents some importantadvantages such as ease of writing mathematical relations,small extent of programs necessary for the solution, ease ofcreating graphical representations/animations. In theemployed process an experimental setup of the physicalsystem is constructed and then using a general purposepackage students construct a model of the system thatalready know from the laboratory experiments. Using thesemodels students produce solutions for various initialconditions, graphical representations of the results as well asanimations corresponding to the time evolution of thesystem. The results show that the above process offers thestudents many di...

This paper tries to examine and discuss the problems, challenges and Benefits of implementing E-Learning in Nigeria by reviewing the consciousness and willingness of the selected Universities. This study also identifies the enabling factors, the traffic-jam and, forecasts the future growth of E-learning in Nigeria. Survey research method was adopted for the study, and questionnaire was the only instrument used for the data collection. The findings of the study show that out of the 18 universities selected from different specialization areas, i.e three universities from each Geopolitical zone, only 12 responded with usable answers. The response rate was 67%, which is an expected rate for such surveys. Awareness of e-learning among the Universities is very high but investment and commitment to develop an e-learning application is very poor and below expectation according to the study. Most of the staff and students in the universities only use Internet related e- learning site just fo...

The COVID-19 crisis revealed the necessity for teachers to have digital skills in order to effectively teach online. Teachers should be able to exploit, use, and apply digital technologies in all educational activities. This paper investigates teachers’ perceptions regarding their digital skills for performing their teaching and professional responsibilities during the pandemic. More than eight hundred teachers participated in a survey regarding the use of digital technologies in their teaching and their professional responsibilities. Indicative digital tools that can be used by digital competent teachers are also presented to cover all areas of the teachers’ professional activities. Their answers revealed that they mostly used digital tools for finding, evaluating, and developing educational resources as well for teaching. They also used digital tools for self-study, students’ assessment, as well as interacting and communicating with students. However, they hardly used digital tool...

The use of ICT in tertiary institutions by lecturers and students has become a necessity for the enhancement of quality teaching and learning. This study examines the availability, accessibility and utilization of Information and Communication Technology (ICT) in Teaching-Learning Islamic Studies in Colleges of Education in NorthEast , Nigeria. The study adopts multi-stages sampling technique in which Five (5) out of the eleven Colleges of Education (both Federal and State owned) were purposively selected for the study. Primary data was drawn from the respondents by the use of questionnaires, interviews and observations. The result of the study, generally, indicates that the availability and accessibility to ICT facilities in Colleges of Education in NorthEast , Nigeria, especially in teaching/learning delivery of Islamic studies are relatively inadequate and rare to lecturers and students. The study further reveals that the respondents' level of utilization of ICT is low and ve...

Hosam F. El-Sofany 1 , Fayed FM Ghaleb 2 , Sameh S. Daoud 2 , Samir A. El- ... Seoud 3 , Ahmad M. Hasna 1 , and Jihad M. Jaam 1 ... 1Department of Engineering and Computer Science, Faculty of Engineering, Qatar university. 2Department of Mathematics, Faculty of Science, Ain ...

Substantial evidence shows that many teachers of indigenous languages in Uganda and beyond have inadequate experiences in utilizing Emerging Technologies (ETs) in their teaching. Consequently, many young learners of this generation (Net-Generation) are detaching themselves from the study of indigenous languages. The need to address this problem is urgent. Otherwise, many indigenous languages will continue to lose their continuity and risk becoming extinct (UNESCO, 2010; Moseley, 2010). In a Design Based Research (DBR), 68 Luganda language teacher-trainees at Makerere University were enrolled into a semester-long (17 weeks) blended learning course in which they were exposed to, and practiced how to utilize more than 50 ETs in their teaching. Reeves (2006)’s four- phase model for conducting DBR in authentic e-learning contexts guided this study. Trainees were guided to design technology-mediated solutions for the pedagogical challenges they identified. A revized version of Kolb (1984)’s Experiential Learning Cycle (ELC) guided the way in which the trainees engaged with different ETs during the intervention. In this paper, a Discourse Analysis (DA) of the feeling which the trainees had about their Concrete Experiences (CE) in the intervention, is presented. Three major and eleven sub-genres of feelings were unconcealed from trainees’ pedagogical artifacts: negativity, positivity, and indifference. And; interest, self-motivation, commitment, self-awareness, confidence, attention, uncertainty, confusion, collaboration, social negotiation and emotional intelligence. These different genres of feeling could inform design decision in related (technology-mediated) pedagogical interventions. The intervention also led to production and publication of pedagogical products artifacts some of which can be accessed at the following URLs as either open or closed educational resources: http://lll3201.wikispaces.com/ https://www. edmodo.com/home#/group?id=12893847 https://groups.diigo.com/group/LLL3201.

Methods and approaches behind technology enhanced learning (TEL) in programming courses at a university level encourage continuous research in the last 20 years. Still there is no generally applicable way that would guarantee success. In this paper some experiences gathered during years of a technology-enhanced approach in teaching Object-Oriented Programming (OOP) at two universities in two countries are presented and compared. Emphasis is given on the technology-enhanced educational tools that were selected or developed by the two institutions for teaching OOP. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions and recommendations.

The rapid development of information technology (IT), especially in education, influences all educational institutions to adopt eLearning. E-learning as a primary means of instruction is expanding significantly at the college and university level. However, most of these colleges and universities tend to emphasize on its benefits only. This does not mean that eLearning is without deficiencies. Studentsâ?? interactions, attention and communications are relatively low in the current Learning Management Systems (LMS). LMS is missing the direct relation between learning content and studentsâ?? collaboration and in an inappropriate educators approach towards eLearning. Additionally, collaboration among learners themselves in real time is not supported by LMS. Simultaneously, the growth of social networking sites (SNS) including Facebook, twitter and others are also rising among todayâ??s college students. The main aim of this research is to propose a comprehensive model for eLearning, whi...

This research work aims to answer the question, compared to conventional media, whether the use of Padlet as a microblogging platform can improve students' German writing skills for A2 - B1 level CEFR standard. Students in the class A wrote with conventional paper sheet. Meanwhile, students in the class B wrote essay writing assignment through the Padlet platform. The study took place in Malang, Indonesia and lasted for one semester. In summary 45 students participated. The pre-test data indicated that there is no difference in the results of the pre-test in the control class and experiment class. The post test scores were obtained from two writing assessments in both classes. The test results indicated the data value sig 0.326 in the ANOVA table, which means that there are no differences in the post-test results in the two classes. Thus, it was concluded that the use of Padlet in microblogging activities in writing did not affect the results of student writing scores. Neverthel...

Learning science concepts are very often challenging, especially when complex concepts are involved. Teachers have recourse to many different types of teaching methods which are however limited when it comes to explaining students about three dimensionality concepts. With these limitations, the teaching methods fall short in increasing the interest of students. It is therefore important to understand how the new generation learns and hence to teach them accordingly. Virtual Reality (VR) is an emerging technology which can be used for teaching science concepts. VR is innovative and hence easily captures studentsâ?? interest. This paper presents the results of some preliminary studies conducted with a view to showing the extent to which VR is a memorable experience for students, in order to support its use for teaching Science, Technology, Engineering and Mathematics (STEM) concepts.

This paper presents a new method of measuring learner’s satisfaction while using electronic learning materials (e-courses, edutainment games, etc.) in virtual non-linear environments. Method is based on a relation of Discovering and Learning probability distribution curves obtained by collecting and evaluating the human-computer interaction data. While being near real-time, this measurement is considered highly unobtrusive and cost-effective because of its automated approach. The first working prototype EDUSA 1.0 was developed and successfully tested by the Distance Education Studies Centre of Riga Technical University.

This paper presents the results of a pre-pilot ex-periment offered in Bulgaria for teachers' trainers who have to update their skills using ICT in teaching. The pre-pilot became a synergy of results of two European projects – the Leonardo Innovative Teacher (I*Teach) project and the FP6 TENCompetence project. The methodology for build-ing ICT-enhanced skills, developed in the frame of the I*Teach project, was applied for training teachers how to use ICT, using the provided by TENCompetence project tools and infrastructure.

This article reports on personality types and their influence on lecturers' information systems utilization in pedagogy in Makerere University. Findings are drawn from analyses of data that was collected from 244 lecturers who were purposively selected from six faculties. A self administered questionnaire, standardized tests, analytical interviews and inferential analyses were done by using Analysis of Variance (ANOVA) and Student –t test techniques. Findings indicate that as lecturers' personality type preferences change, their attitudes and actual utilisation of information systems also change. Reasons that explain significant variation in both attitude and actual utilisation of specific MISs basing on particular bi-polar personalty type dimensions are given, as the article also suggests appropiate Information system tools and integration strategies that should be adopted in pedagogy by this oldest and biggest university in Uganda.