Interactive Technology and Smart Education

Morales Dussan, Sergio Duban; Leon, Mauricio; Garcia-Bedoya, Olmer; Galpin, Ixent

2022 Interactive Technology and Smart Education

doi: 10.1108/itse-03-2021-0052

This study aims to explore the digital divide between students living in metropolitan and non-metropolitan areas in the Antioquia region of Colombia. This is achieved by collecting data about student interactions from the Moodle learning management system (LMS), and subsequently applying supervised machine learning models to infer the gap between students in metropolitan and non-metropolitan areas.Design/methodology/approachThis work uses the well-established Cross-Industry Standard Process for Data Mining methodology, which comprises six phases, viz., problem understanding, data understanding, data preparation, modelling, evaluation and implementation. In this case, student data was collected from the Moodle platform from the Antioquia campus of the UNAD distance learning university.FindingsThe digital divide is evident in the classification model when observing differences in variables such as the number of accesses to the LMS, the total time spent and the number of distinct IP addresses used, as well as the number of system modification events.Originality/valueThis study provides conclusions regarding the problems students in virtual education may face as a result of the digital divide in Colombia which have become increasingly visible since the implementation of machine learning methodologies on LMS such as Moodle. However, these practices may be replicated in any virtual educational context and furthermore be extended to enable personalisation of various aspects of the Moodle platform to meet the individual needs of students.

Wut, Tai Ming; Lee, Stephanie W.

2022 Interactive Technology and Smart Education

doi: 10.1108/itse-02-2021-0034

The purpose of this paper is to investigate factors affecting university students’ participation in discussion forum of electronic learning platforms of teacher–student interaction.Design/methodology/approachOne-stage cluster sampling was used and a cross-sectional survey of 113 university students from four courses was done.FindingsA combined model based on United theory of Acceptance and Use of Technology (UTAUT) and DeLone and McLean models serves as a research framework. Female and male students’ behavioral intentions were affected by different factors. System quality affects male students’ behavioral intention and information quality affects female students’ behavioral intention. Social influence affects female students’ behavioral intention but male students. Men are more focused on the hardware and women are more focused on the content of the message.Research limitations/implicationsThe research is limited by the nature of university students. User experience and underlying perceived risk are possible moderators. Dyad approach could be considered. One way to enhance students and teachers’ academic discussion is to establish a closed university social media site. The site should be made mobile-friendly with chatbot included.Originality/valueThe results support the validity of the proposed new research framework on e-learning platform by the constructs coming from two established models: UTAUT model and DeLone and McLean’s model. Factors affecting intention and use behavior in discussion forum are different for male and female students. System quality affects male students’ behavioral intention, while information quality affects female students’ behavioral intention. Social influence affects female students’ behavioral intention but not male students.

Öztürk, Mücahit

2022 Interactive Technology and Smart Education

doi: 10.1108/itse-04-2021-0074

The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.Design/methodology/approachThis study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation.FindingsThe results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation.Originality/valueIn this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.

Khan, Farheen Mujeeb; Gupta, Yuvika

2022 Interactive Technology and Smart Education

doi: 10.1108/itse-03-2021-0048

This study aims to contribute to literature on mobile learning (m-learning) by proposing four research clusters whereby scholars can expand m-learning research to facilitate effective learning experiences for students.Design/methodology/approachThis study reviews student-centric literature on m-learning since 2010 and presents insights on m-learning while applying well-established bibliometric techniques. Consequently, 722 articles published in the past decade were evaluated by identifying key research areas, most influential authors, countries, journals and organisations. Most influential studies based on number of citations were also examined.FindingsThrough article co-citation analysis, four clusters representing m-learning literature were identified: concept of m-learning, application of m-learning in education, designing framework for model learning/acceptance and emerging technologies.Originality/valueAs mobile learning (m-learning) has undergone an evolution from being an emerging field to a significant teaching and research tool, it is pertinent to explore and identify the trends of m-learning research.

Luong, Thanh-Thao; Kim, Eunyoung

2022 Interactive Technology and Smart Education

doi: 10.1108/itse-04-2021-0070

As Vietnam needs to shift from physical to virtual classrooms owing to the coronavirus disease 2019 (COVID-19) pandemic, this study aims to propose and evaluate a constructivist training course designed to improve instructors’ self-confidence in conducting synchronous online teaching by helping them develop the skills required for such.Design/methodology/approachA total of 67 in-service instructors in various hospitality and tourism institutions in Vietnam participated in the proposed course. Constructivist approaches were adopted to design learning activities. Delivered via Blackboard Collaborate’s classroom version, the course aims at enhancing instructors’ self-confidence in the knowledge and skills required for synchronous online teaching: developing online presence, planning lessons, handling technology, adapting to learners’ preferences and classroom management. Using qualitative and quantitative analyses, this paper evaluated the proposed course by comparing participants’ levels of self-confidence in conducting synchronous online teaching before and after the training.FindingsThe results show that participants’ self-confidence was enhanced after the course. To improve the course, however, more time should be allotted for practice sessions where participants can pedagogically and technologically familiarize themselves with online teaching tools.Originality/valueBy translating constructivism into online pedagogy, this study provided empirical evidence of how a teachers’ training program was designed and implemented to meet the need to shift from real-life to real-time classrooms in Vietnam during the COVID-19 pandemic. It also contributes to the growing literature on methods of improving instructors’ readiness in synchronous online teaching.