Automating Higher Education

Mirrlees, Tanner; Alvi, Shahid

doi:10.4324/9780429343940-4

Cited by 3 publications

(10 citation statements)

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“…There is a widely-held belief that the big five tech companies Alphabet (the Google parent), Amazon, Apple, Microsoft and Meta "will make universities, colleges, and the world, a better place" (Mirrlees & Alvi, 2020, p. ix). Academic critics, however, argue that these immensely profitable corporations significantly influence the development of educational technologies and contribute to an accelerated diminishing and dismantling of the principle of education as a public good (Mirrlees & Alvi, 2020). They shape the core technological infrastructure, dominant economic models, and ideological orientation of the platform ecosystem as a whole (Dijck et al, 2018).…”

Section: The Usmentioning

confidence: 99%

War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education

2023

JALT

123

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Section: The Usmentioning

confidence: 99%

War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education

2023

JALT

123

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“…To achieve efficiency in the teaching process, educational reforms have revolved around standardizing curriculums, establishing best practices and applying performance metrics (Mirrlees and Alvi, 2020). Now, as higher education zips towards automation under what may be described as the new "technocratic imperative", we see the emergence of online learning platforms to further improve the efficiency of instruction (Cavus and Zabadi, 2014).…”

Section: Literature Review For Hypotheses Developmentmentioning

confidence: 99%

“…Finally, MOOCs bring efficiency to teachinga highly subjective activity. They automate course delivery by provide a mechanized teaching model that allows for high quality content delivery, computerized assessments and evaluation and automated transactions between learners and the platforms (Mirrlees and Alvi, 2020). MOOCs may bring automation of the course delivery process, and effectively deskill professors by transferring their paramount skill of lecture creation and delivery to the MOOC platform.…”

Section: Literature Review For Hypotheses Developmentmentioning

confidence: 99%

“…At a time when students are preparing for jobs that are consistently evolving or do not even exist yet, continuous reskilling has become imperative for employability (Brynjolfsson et al, 2014). Online learning models such as MOOCs, in this regard, provide the perfect educational fix when incompatibilities between skill-sets and full-time work demands arise (Mirrlees and Alvi, 2020). MOOCs can help serve certain niches, improving accessibility of education for students with physical, mental or socio-economic constraints (Martínez-Argüelles et al, 2022).…”

Section: Literature Review For Hypotheses Developmentmentioning

confidence: 99%

“…This is an important contribution considering the largely conceptual nature of work in the area of Taylorism, and its extension, Digital Taylorism. While recently published articles do place MOOCs as Taylorizing elements in a technologically enhanced learning space (Mirrlees and Alvi, 2020), to the best of our knowledge, ours is one of the pioneering papers to empirically assess perceptions regarding the implementation of Digitally Taylored online courses, and their relationship with PE of students. Without an empirical assessment of student beliefs in this regard, it would be impossible to evaluate the acceptance of Digital Taylorism in a studentcentric educational context.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

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Changing learning paradigms: an interplay of Digital Taylorism and technostress on perceived employability

Duggal¹,

Khatri²,

Thomas³

et al. 2023

JMH

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Purpose Massive open online courses (MOOCs), a Taylorist attempt to automate instruction, help make course delivery more efficient, economical and better. As an implementation of Digital Taylorism Implementation (DTI), MOOCs enable individuals to obtain an occupation-oriented education, equipping them with knowledge and skills needed to stay employable. However, learning through online platforms can induce tremendous amounts of technology-related stress in learners such as complexity of platforms and fears of redundancy. Thus, the aim of this paper is to study how student perceptions of DTI and technostress (TS) influence their perceived employability (PE). The role of TS as a mediator between DTI and PE has also been studied. Design/methodology/approach Stratified sampling technique has been used to obtain data from 305 students from 6 universities. The effect of DTI and TS on PE, and the role of TS as a mediator, has been examined using the partial least squares (PLS) structural equation modelling approach with SMART PLS 4.0. software. Predictive relevance of the model has been studied using PLSPredict. Findings Results indicate that TS completely mediates the relationship between DTI and PE. The model has medium predictive relevance. Practical implications Learning outcomes from Digitally Taylored programs can be improved with certain reforms that bring the human touch to online learning. Originality/value This study extends Taylorism literature by linking DTI to PE of students via technostress as a mediator.

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Chatbot Gamified and Automated Management of L2 Learning Process Using Smart Sender Platform

Nozhovnik,

Harbuza,

Teslenko

et al. 2023

INT J EDUC METHODOL

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<p style="text-align: justify;">The purpose of this study was to examine the potential impact of integrating the Smart Sender platform to gamify and automate L2 e-classes on students’ motivation, English language proficiency in reading and language use, engagement, and attitudes towards the platform. This experimental research employed a quasi-experimental design, specifically a non-equivalent control group design of a pre-test-post-test type. The study found that the use of chatbot-driven e-classes on the Smart Sender platform increased student motivation, improved their English language proficiency in reading and language usage, and enhanced their engagement within L2 e-classes. Students expressed their appreciation for the ease of use and usefulness of this chatbot-based tool for improving their English language skills. The findings showed that the scores for motivation, engagement, and English language proficiency increased for both the experimental and control groups from pre-test to post-test, with a large effect size observed for the experimental group and a medium effect size observed for the control group. The statistically significant difference in the mean scores between the experimental and control groups indicates the positive impact of incorporating gamified chatbot-driven sessions within L2 e-classes on the Smart Sender platform.</p>

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Automating Higher Education

Cited by 3 publications

References 0 publications

War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education

War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education

Changing learning paradigms: an interplay of Digital Taylorism and technostress on perceived employability

Chatbot Gamified and Automated Management of L2 Learning Process Using Smart Sender Platform

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