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Education Sciences
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Using Technology in Higher Education—Series 2
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Using Technology in Higher Education—Series 2

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 10210

Special Issue Editor

Dr. Neil Gordon

E-Mail Website
Guest Editor
Department of Computer Science and Technology, University of Hull, Hull HU6 7RX, UK
Interests: computer science education; technology enhanced learning; education for sustainable development; green and sustainable computing
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We are pleased to announce this upcoming Special Issue looking at technology in Higher Education: something that has enabled institutions globally to respond in a flexible and responsive way to the unexpected challenges of the cessation of face-to-face teaching as many countries have instituted social distancing and closure of educational campuses.

This issue offers the opportunity to share innovative ideas and established practice that show the ways that technology can be used in teaching in Higher Education, with a focus on those aspects that are distinct from those of other educational contexts—for example, managing to engage students who are adults, who have different interests and pressures, and who need different and distinct support. Moreover, we invite contributions that show how technology can enable education that meets the need to create graduates who can operate and flourish in the context of the 4th industrial revolution. This requires Higher Education to enable students to deal with the cascade of information and data and arm them with the skills to critically select reliable sources and to manipulate and manage data. Technology also offers support for virtual learning and collaboration. Given the experiences of 2020 and the global responses to the coronavirus, this issue is also an opportunity to share evidence-based approaches to moving learning to entirely online.

Dr. Neil Gordon
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • technology-enhanced learning (TEL)
  • flexible pedagogy
  • computer-mediated learning
  • 4th industrial revolution

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (4 papers)

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Research

11 pages, 1268 KiB  
Article
Motivating Students to Learn How to Write Code Using a Gamified Programming Tutor
by Simon Grey and Neil A. Gordon
Educ. Sci. 2023, 13(3), 230; https://doi.org/10.3390/educsci13030230 - 22 Feb 2023
Cited by 2 | Viewed by 2305
Abstract
Engagement and retention are widely acknowledged problems in computer science and more general higher education. The need to develop programming skills is increasingly ubiquitous, but especially so in computer science where it is one of the core competencies. Learning to write code is [...] Read more.
Engagement and retention are widely acknowledged problems in computer science and more general higher education. The need to develop programming skills is increasingly ubiquitous, but especially so in computer science where it is one of the core competencies. Learning to write code is a particularly challenging skill to master, which can make retention and success even more difficult. We attempt to address student engagement within an introductory programming module by attempting to motivate students using a gamified interactive programming tutor application that provides immediate feedback on the student’s work. In this paper, we describe the design of the gamified programming tutor application, along with a related topology to characterize student engagement. We discuss the design of the software, the gamified elements, and the structured question design. We evaluate the engagement with the gamified programming tutor of two cohorts of students in the first year of a computer science programme, with over two hundred students taking part. We attempt to frame this engagement in terms of frequency, duration, and intensity of interactions, and compare these engagement metrics with module performance. Additionally, we present quantitative and qualitative data from a survey of students about their experience using the programming tutor application to demonstrate the efficacy of this approach. Full article
(This article belongs to the Special Issue Using Technology in Higher Education—Series 2)
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24 pages, 1663 KiB  
Article
Does the Cards against Calamity Learning Game Facilitate Attitudes toward Negotiation, Civics, and Sustainability? Empirical Findings from Greek Graduates
by Eleni G. Makri
Educ. Sci. 2022, 12(11), 738; https://doi.org/10.3390/educsci12110738 - 24 Oct 2022
Viewed by 1715
Abstract
Learning games for instruction constitute a progressively important, mutually universal challenge for academics, researchers, and software engineers worldwide. Embracing no definite rules for encouraging negotiation, civics, and sustainability game-based learning and agency decisions, this study investigates negotiation/conflict and civics/sustainability-related attributes, as examined through [...] Read more.
Learning games for instruction constitute a progressively important, mutually universal challenge for academics, researchers, and software engineers worldwide. Embracing no definite rules for encouraging negotiation, civics, and sustainability game-based learning and agency decisions, this study investigates negotiation/conflict and civics/sustainability-related attributes, as examined through the use of a learning game in a college environment. The author elaborates on the negotiation/conflict and civics/sustainability-related knowledge, attitudes, and skills of 60 Greek non-public college post-graduate students, explored post-gaming, and compared with classroom instruction as part of a negotiation/conflict management module in business psychology sessions in 2019/2020. The findings indicate the integrative negotiation/conflict resolution management and positive civics/sustainable development-associated attitudes of learners post-gaming when compared with lecture instruction. Cooperation, civic action, seeking knowledge about political/societal issues, and gains in problem-solving skills predicted civic responsibility attributes post-gameplay. Non-working status significantly affected the “argument”/verbal fight negotiation/conflict management perceptions of students with non-voting in elections status post-gaming, while working significantly influenced “walk away”/neutral negotiation/conflict resolution attitudes in participants with non-voting in elections status after gameplay. Non-voting in elections attributes significantly impinged on “argument”/verbal fight negotiation/conflict management attitudes for Athens municipality students after gaming. The learning game-based negotiation/conflict management- and civic/sustainability spectrum-related positive effects are reviewed alongside academic and management outcomes, and directions for future research are presented in light of global learning game negotiation/conflict resolution and civics/sustainability-related teaching and learning. Full article
(This article belongs to the Special Issue Using Technology in Higher Education—Series 2)
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14 pages, 272 KiB  
Article
The Role of ICT Centers in the Management of Distance Education in Palestinian Universities during Emergency Education
by Wajeeh Daher, Wafaa Ashour and Rabab Hamdan
Educ. Sci. 2022, 12(8), 542; https://doi.org/10.3390/educsci12080542 - 11 Aug 2022
Cited by 4 | Viewed by 2662
Abstract
The present research intended to verify the role of ICT centers in Palestinian universities in managing the academic process in emergency education due to the pandemic. The research investigated this issue using a descriptive qualitative approach. The data collection was carried out using [...] Read more.
The present research intended to verify the role of ICT centers in Palestinian universities in managing the academic process in emergency education due to the pandemic. The research investigated this issue using a descriptive qualitative approach. The data collection was carried out using individual interviews during the first semester of the academic year 2020/2021. The data analysis was carried out using an inductive thematic analysis. The research participants were ten officials in the ICT centers of five universities. The main study findings show that the universities performed several actions in the context of their management of the distance learning processes. These actions targeted quality education by holding workshops for the professional development of the instructor, which resulted in being a main factor in the success of the distance learning process. In addition, the ICT centers were engaged in addressing the communication between the instructor, the student, and officials at the universities. They also addressed strengthening the infrastructure for distance learning in the universities. Full article
(This article belongs to the Special Issue Using Technology in Higher Education—Series 2)
15 pages, 4902 KiB  
Article
Development of a Management System for Short Online Learning Courses
by Antonio Sarasa-Cabezuelo
Educ. Sci. 2021, 11(9), 465; https://doi.org/10.3390/educsci11090465 - 25 Aug 2021
Cited by 1 | Viewed by 2399
Abstract
In all areas of knowledge, there is a set of basic concepts or ideas that are essential to understand. A very common problem that arises among students is the difficulty in acquiring these concepts. One way to solve this problem is by carrying [...] Read more.
In all areas of knowledge, there is a set of basic concepts or ideas that are essential to understand. A very common problem that arises among students is the difficulty in acquiring these concepts. One way to solve this problem is by carrying out small knowledge tests where these concepts are put into practice. To develop these tests there are multiple options, however, in general, the applications that allow for these tests to be implemented are usually very complex and are often included within other larger systems. This article describes a tool to develop short online courses that presents an interface and a functionality that allows a teacher to create and manage courses in a very simple and intuitive way. In the same way, it offers the student an Android app to be able to access the courses published by the teacher to be able to take them, as well as to manage all the activity of it. Full article
(This article belongs to the Special Issue Using Technology in Higher Education—Series 2)
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