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15 pages, 3452 KiB

Open AccessArticle

The Effectiveness of Using H5P for Undergraduate Students in the Asynchronous Distance Learning Environment

by A.M. Mutawa, Jamil Abdul Kareem Al Muttawa and Sai Sruthi

Appl. Sci. 2023, 13(8), 4983; https://doi.org/10.3390/app13084983 - 15 Apr 2023

Cited by 5 | Viewed by 4462

Abstract

As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and [...] Read more.

As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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17 pages, 779 KiB

Open AccessArticle

Academic Teaching Quality Framework and Performance Evaluation Using Machine Learning

by Ahmad Almufarreh, Khaled Mohammed Noaman and Muhammad Noman Saeed

Appl. Sci. 2023, 13(5), 3121; https://doi.org/10.3390/app13053121 - 28 Feb 2023

Cited by 11 | Viewed by 4811

Abstract

Higher education institutions’ principal goal is to give their learners a high-quality education. The volume of research data gathered in the higher education industry has increased dramatically in recent years due to the fast development of information technologies. The Learning Management System (LMS) [...] Read more.

Higher education institutions’ principal goal is to give their learners a high-quality education. The volume of research data gathered in the higher education industry has increased dramatically in recent years due to the fast development of information technologies. The Learning Management System (LMS) also appeared and is bringing courses online for an e-learning model at almost every level of education. Therefore, to ensure the highest level of excellence in the higher education system, finding information for predictions or forecasts about student performance is one of many tasks for ensuring the quality of education. Quality is vital in e-learning for several reasons: content, user experience, credibility, and effectiveness. Overall, quality is essential in e-learning because it helps ensure that learners receive a high-quality education and can effectively apply their knowledge. E-learning systems can be made more effective with machine learning, benefiting all stakeholders of the learning environment. Teachers must be of the highest caliber to get the most out of students and help them graduate as academically competent and well-rounded young adults. This research paper presents a Quality Teaching and Evaluation Framework (QTEF) to ensure teachers’ performance, especially in e-learning/distance learning courses. Teacher performance evaluation aims to support educators’ professional growth and better student learning environments. Therefore, to maintain the quality level, the QTEF presented in this research is further validated using a machine learning model that predicts the teachers’ competence. The results demonstrate that when combined with other factors particularly technical evaluation criteria, as opposed to strongly associated QTEF components, the anticipated result is more accurate. The integration and validation of this framework as well as research on student performance will be performed in the future. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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12 pages, 1076 KiB

Open AccessArticle

Integrating Assessment in a CSCL Macro-Script Authoring Platform

by George Chatzimichalis and Andreas Papasalouros

Appl. Sci. 2023, 13(3), 1537; https://doi.org/10.3390/app13031537 - 24 Jan 2023

Viewed by 1416

Abstract

Collaborative learning entails the involvement and the cooperation of a group of persons with the purpose of learning. Collaborative learning scripts aim to orchestrate the complex interaction among group members while Computer Supported Collaborative Learning scripts (CSCL scripts) is the research field in [...] Read more.

Collaborative learning entails the involvement and the cooperation of a group of persons with the purpose of learning. Collaborative learning scripts aim to orchestrate the complex interaction among group members while Computer Supported Collaborative Learning scripts (CSCL scripts) is the research field in which IT techniques are involved in the management of the aspects of such an interaction. This article presents assessment-related aspects of an existing CSCL script authoring and deployment platform called COSTLyP. Assessment, nowadays, is considered as a vital constituent of CSCL scripts since it may affect some of their necessary components and mechanisms. The outcome of the implementation of an assessment plan may determine what should be the next step in a collaboration activity or what actions should be undertaken to bridge the gap between the expected results and the achieved level of knowledge or expertise. At the same time, assessment can also verify the regulation level that is required within each group; consequently, these scripts should be flexibly designed in order to adapt their evolution to the real needs of the participants. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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16 pages, 1488 KiB

Open AccessArticle

Digital Technologies for the Assessment of Oral English Skills

by Isabel Gutiérrez-Porlán, Paz Prendes-Espinosa and María del Mar Sánchez-Vera

Appl. Sci. 2022, 12(22), 11635; https://doi.org/10.3390/app122211635 - 16 Nov 2022

Cited by 1 | Viewed by 2494

Abstract

The assessment of oral skills in the learning process of a foreign language is very important for promoting the improvement of these competences. Furthermore, digital tools can be useful for making this task easier for teachers and promoting their collaboration based on professional [...] Read more.

The assessment of oral skills in the learning process of a foreign language is very important for promoting the improvement of these competences. Furthermore, digital tools can be useful for making this task easier for teachers and promoting their collaboration based on professional online communities. In this article, we present the AROSE platform, a new digital tool developed to help secondary education teachers assess their students’ oral skills in English as a foreign language. To evaluate this platform, we have promoted an international online community of secondary education teachers in a project funded by the Erasmus+ programme. The research has been developed using a design-based research methodology. Three different iterations of the platform design process were carried out. We have used a mixed method combining focus groups (of both teachers and experts), observation forms, and questionnaires for teachers. The main results obtained demonstrate the need among teachers to integrate technology to improve the evaluation process. The AROSE platform successfully caters to this need, as demonstrated by the significant data on the use and satisfaction of its users. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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18 pages, 2585 KiB

Open AccessArticle

Design of an IoT-Based Remote Learning System for Medical Skill Training in the Age of COVID-19: Focusing on CPR Skill Training

by Yeram Kwon, Hyeongmook Lee and Wonjoon Kim

Appl. Sci. 2022, 12(17), 8840; https://doi.org/10.3390/app12178840 - 2 Sep 2022

Cited by 3 | Viewed by 2026

Abstract

Medical skill education has been scaled down due to the COVID-19 pandemic. In particular, the decrease in CPR skill training has caused the quality of medical services to deteriorate. While new online education methods have emerged, few studies exist on online teaching and [...] Read more.

Medical skill education has been scaled down due to the COVID-19 pandemic. In particular, the decrease in CPR skill training has caused the quality of medical services to deteriorate. While new online education methods have emerged, few studies exist on online teaching and its effects. Since the online teaching of medical skills presents several challenges for instructors, it has not been as effective as face-to-face training. This study designed a new remote system focusing on medical skill education. The proposed video-based application prototype uses an IoT device to measure CPR performance metrics and provides real-time data to users. It was tested using the Kano model on a small group of subjects. The effects of skill training were analyzed quantitatively and qualitatively. A comparative analysis of the remote group and face-to-face group revealed similar average values for appropriate compression depth. In other categories, the remote group fared poorer than the face-to-face group. Considering the high scores given to system usability in the USE survey, remote education shows promise as an alternative to face-to-face education. The significance of this study lies in being the first to develop and test a remote education system for medical skill training in the age of COVID-19. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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21 pages, 2640 KiB

Open AccessArticle

Online and In-Class Evaluation of a Music Theory E-Learning Platform

by Matevž Pesek, Franc Klavž, Peter Šavli and Matija Marolt

Appl. Sci. 2022, 12(14), 7296; https://doi.org/10.3390/app12147296 - 20 Jul 2022

Cited by 5 | Viewed by 2135

Abstract

This paper presents a new version and a three-month evaluation of the Troubadour platform—an open-source music theory ear training platform. Through interviews with teachers, we gathered the most-needed features which would aid their use of the platform. In the new version of the [...] Read more.

This paper presents a new version and a three-month evaluation of the Troubadour platform—an open-source music theory ear training platform. Through interviews with teachers, we gathered the most-needed features which would aid their use of the platform. In the new version of the Troubadour platform, we implemented different types of interaction, including class management, re-occurring homework and challenges. Previous research has shown a significant improvement in the students’ performance while using the platform. However, the short time span of the previous experiments has not shown whether these results can be attributed to the novelty bias. To evaluate the efficacy of the platform beyond its novelty bias, we performed a three-month-long evaluation experiment on the students’ interaction through questionnaires and platform-collected data. We collected data on their engagement with the platform. During the experiment, the students attended the school through online courses during the first part of the evaluation, and in-class in the second part. In this paper, we investigate the students’ engagement during the three-month period, explore the influence of the platform’s use in-class versus online learning process, analyze the students’ self-report on their practice habits and compare them with the collected data. The results showed high student engagement during the lockdown period, while the in-class process showed a decrease in the platform’s use, unveiling the students’ need for such platform as a complementary learning channel in remote learning. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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12 pages, 1419 KiB

Open AccessArticle

How to Improve the Digital Competence for E-Learning?

by Külli Kallas and Margus Pedaste

Appl. Sci. 2022, 12(13), 6582; https://doi.org/10.3390/app12136582 - 29 Jun 2022

Cited by 14 | Viewed by 3278

Abstract

Digital competence for learning (skills, knowledge and attitudes needed for learning with digital devices) is a factor that affects the effectiveness of both the traditional and e-learning process. More specifically, technical competence is considered to be one of the four pillars of successful [...] Read more.

Digital competence for learning (skills, knowledge and attitudes needed for learning with digital devices) is a factor that affects the effectiveness of both the traditional and e-learning process. More specifically, technical competence is considered to be one of the four pillars of successful e-learning. Several studies show that in practice, digital technology has not always been used successfully, even in countries with very high digital readiness. Therefore, it is important to assess the different dimensions of digital competence for learning and analyse the interrelations between these dimensions in order to make suggestions for advancements. In our study, we applied a test with students from primary and lower secondary schools in Estonia to assess their digital competence for learning and used Structural Equation Modelling to understand how attitudes predict digital skills and knowledge that can be acquired in the individual and social settings. The findings confirm that only behavioural intention to use digital devices predicts the development of digital skills and knowledge. Moreover, some knowledge and skills acquired in the individual settings predict the development of knowledge and skills acquired in the social settings. The study provides researchers and practitioners with suggestions for improving the structure and quality of e-learning. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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21 pages, 1434 KiB

Open AccessArticle

Moving to e-Service Learning in Higher Education

by Adriana Dapena, Paula M. Castro and Ana Ares-Pernas

Appl. Sci. 2022, 12(11), 5462; https://doi.org/10.3390/app12115462 - 27 May 2022

Cited by 12 | Viewed by 2762

Abstract

Service Learning is a methodology in which students achieve academic and transversal competences related to the curriculum of a subject while performing a service for the benefit of the community. With the COVID-19 pandemic, it was necessary to reorganize the Service Learning activities [...] Read more.

Service Learning is a methodology in which students achieve academic and transversal competences related to the curriculum of a subject while performing a service for the benefit of the community. With the COVID-19 pandemic, it was necessary to reorganize the Service Learning activities developed in recent years so that they do not lose their pedagogical value and community service. This scenario has been an opportunity to kick-start an e-Service Learning experience. For that purpose, this work shows how different Information and Communication Technology tools are integrated into an online platform to develop both activities and assessment following an e-Service Learning methodology. Since the experience was performed with two collaborating entities serving people with autism and in two schools of the University of A Coruña, the tools are available not only to professors and students, but also to entities. Our experience includes the assessment of both competences and service satisfaction using different resources for virtual collaborative work. The main contribution of our work is that we have greatly simplified our previous project on-site and also the monitoring of the student’s progress, the work of both professors and students, and the analysis of results, providing a virtual service that responds to user needs. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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19 pages, 3830 KiB

Open AccessArticle

Content Curation in E-Learning: A Case of Study with Spanish Engineering Students

by Juan D. Aguilar-Peña, Catalina Rus-Casas, Dolores Eliche-Quesada, Francisco José Muñoz-Rodríguez and M. Dolores La Rubia

Appl. Sci. 2022, 12(6), 3188; https://doi.org/10.3390/app12063188 - 21 Mar 2022

Cited by 5 | Viewed by 4351

Abstract

Over the last decade, e-learning and the use of digital tools have received a great boost in higher education. This paper presents a content curation methodology to assess the acquisition of specific content and soft skills during the attainment of a Degree in [...] Read more.

Over the last decade, e-learning and the use of digital tools have received a great boost in higher education. This paper presents a content curation methodology to assess the acquisition of specific content and soft skills during the attainment of a Degree in Industrial Electronic Engineering at the University of Jaén. In this teaching–learning experience, 101 engineering students were involved in activities with digital tools related to content curation, and four steps were proposed: search, select, sense making, and share. As evaluation tools, a rubric and a questionnaire of the digital tools were proposed. Moreover, a curation index was defined in order to assess the degree of achievement of the content curation. The academic results after using the rubric were better than previous years. The average content curation index obtained was 53.53. Of the four evaluated steps, search and sense making had the lowest scores and, therefore, these steps should be further developed in the future. In addition, the Kaiser–Meyer–Olkin test and Pearson’s correlation were used for analyzing the results of the questionnaires. It was concluded that the experience had a great impact on the skills related to collaborative work, digital information management, and lifelong learning, which are transversal skills at the university level. Thus, the results highlight the great educational potential of content curation. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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15 pages, 317 KiB

Open AccessArticle

E-Assessment in E-Learning Degrees: Comparison vs. Face-to-Face Assessment through Perceived Stress and Academic Performance in a Longitudinal Study

by Roberto Sánchez-Cabrero, Javier Casado-Pérez, Amaya Arigita-García, Elena Zubiaurre-Ibáñez, David Gil-Pareja and Ana Sánchez-Rico

Appl. Sci. 2021, 11(16), 7664; https://doi.org/10.3390/app11167664 - 20 Aug 2021

Cited by 18 | Viewed by 5600

Abstract

The COVID-19 pandemic has become both a challenge and an opportunity to implement certain changes in the world of education. One of the most important differences has been online evaluation, which had, until now, been marginal in most prestigious universities. This study compared [...] Read more.

The COVID-19 pandemic has become both a challenge and an opportunity to implement certain changes in the world of education. One of the most important differences has been online evaluation, which had, until now, been marginal in most prestigious universities. This study compared the academic achievement of the last cohort that performed classroom assessment and the first group that was graded for an official degree using synchronous online evaluation. Other variables measured were the self-assessment of students in this second group, in order to understand how it affected their perception of the process using three different indicators: stress, difficulty, and fairness. Nine hundred and nineteen students participated in the study. The results indicate that online assessment resulted in grades that were 10% higher while enjoying the same degree of validity and reliability. In addition, stress and difficulty levels were also in line with the on-site experience, as was the perception that the results were fair. The results allow us to conclude that online evaluation, when proctored, provides the same guarantees as desktop exams, with the added bonus of certain advantages which strongly support their continued use, especially in degrees with many students who may come from many different locations. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

16 pages, 48622 KiB

Open AccessArticle

Monitoring of Student Learning in Learning Management Systems: An Application of Educational Data Mining Techniques

by María Consuelo Sáiz-Manzanares, Juan José Rodríguez-Díez, José Francisco Díez-Pastor, Sandra Rodríguez-Arribas, Raúl Marticorena-Sánchez and Yi Peng Ji

Appl. Sci. 2021, 11(6), 2677; https://doi.org/10.3390/app11062677 - 17 Mar 2021

Cited by 34 | Viewed by 5998

Abstract

In this study, we used a module for monitoring and detecting students at risk of dropping out. We worked with a sample of 49 third-year students in a Health Science degree during a lockdown caused by COVID-19. Three follow-ups were carried out over [...] Read more.

In this study, we used a module for monitoring and detecting students at risk of dropping out. We worked with a sample of 49 third-year students in a Health Science degree during a lockdown caused by COVID-19. Three follow-ups were carried out over a semester: an initial one, an intermediate one and a final one with the UBUMonitor tool. This tool is a desktop application executed on the client, implemented with Java, and with a graphic interface developed in JavaFX. The application connects to the selected Moodle server, through the web services and the REST API provided by the server. UBUMonitor includes, among others, modules for log visualisation, risk of dropping out, and clustering. The visualisation techniques of boxplots and heat maps and the cluster analysis module (k-means ++, fuzzy k-means and Density-based spatial clustering of applications with noise (DBSCAN) were used to monitor the students. A teaching methodology based on project-based learning (PBL), self-regulated learning (SRL) and continuous assessment was also used. The results indicate that the use of this methodology together with early detection and personalised intervention in the initial follow-up of students achieved a drop-out rate of less than 7% and an overall level of student satisfaction with the teaching and learning process of 4.56 out of 5. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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Review

Jump to: Research

15 pages, 736 KiB

Open AccessReview

Artificial Intelligence for Student Assessment: A Systematic Review

by Víctor González-Calatayud, Paz Prendes-Espinosa and Rosabel Roig-Vila

Appl. Sci. 2021, 11(12), 5467; https://doi.org/10.3390/app11125467 - 12 Jun 2021

Cited by 135 | Viewed by 51440

Abstract

Artificial Intelligence (AI) is being implemented in more and more fields, including education. The main uses of AI in education are related to tutoring and assessment. This paper analyzes the use of AI for student assessment based on a systematic review. For this [...] Read more.

Artificial Intelligence (AI) is being implemented in more and more fields, including education. The main uses of AI in education are related to tutoring and assessment. This paper analyzes the use of AI for student assessment based on a systematic review. For this purpose, a search was carried out in two databases: Scopus and Web of Science. A total of 454 papers were found and, after analyzing them according to the PRISMA Statement, a total of 22 papers were selected. It is clear from the studies analyzed that, in most of them, the pedagogy underlying the educational action is not reflected. Similarly, formative evaluation seems to be the main use of AI. Another of the main functionalities of AI in assessment is for the automatic grading of students. Several studies analyze the differences between the use of AI and its non-use. We discuss the results and conclude the need for teacher training and further research to understand the possibilities of AI in educational assessment, mainly in other educational levels than higher education. Moreover, it is necessary to increase the wealth of research which focuses on educational aspects more than technical development around AI. Full article

(This article belongs to the Special Issue Application of Technologies in E-learning Assessment)

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