Enhancing reading skills through adaptive e-learning

Villessèche, Julie; Bohec, Olivier Le; Quaireau, Christophe; Nogues, Jérémie; Besnard, Anne‐Laure; Oriez, Sandrine; Haye, Fanny de la; Noël, Yvonnick; Lavandier, Karine

doi:10.1108/itse-07-2018-0047

Cited by 15 publications

(8 citation statements)

References 25 publications

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“…Framework of smart pedagogy Kapralos et al, 2015 andVillesseche et al, 2019), namely, learning-by-doing, game-based learning, adaptive learning, flipped classroom, crowdsourcing-based learning, badging-based learning, seamless learning, MOOCs, SPOC, crossover learning, personal inquiry learning, learning through storytelling, learning to learn and learning through argument, etc. Zhu et al (2016) propose a smart pedagogy framework including four instructional strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

A framework of smart pedagogy based on the facilitating of high order thinking skills

Meng

Jia

Zhang³

2020

ITSE

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Purpose The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education. Design/methodology/approach A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pedagogy. Findings The smart pedagogy framework contains three sections including the situated learning (S), mastery learning (M), adaptive learning (A), reflective learning (R) and thinking tools (T) (SMART) key elements model, the curriculum design method and detailed teaching strategy. The SMART key elements model integrates the situated learning, mastery learning, adaptive learning, reflective learning and thinking tools to facilitate the high order thinking. The curriculum design method of smart pedagogy combines the first five principles of instruction and the SMART key elements model to design the curriculum. The detailed teaching strategies of smart pedagogy contain kinds of innovative learning methods. The results of the quasi-experiment proved that the learning outcome was significantly promoted by using smart pedagogy. Originality/value This research investigates a general framework that can be used to cultivate the high order thinking skills in different subjects and grades was one of the first to introduce high order thinking skills into smart education. The framework of smart pedagogy was innovative and effect in practice.

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Section: Literature Reviewmentioning

confidence: 99%

A framework of smart pedagogy based on the facilitating of high order thinking skills

Meng

Jia

Zhang³

2020

ITSE

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“…Educational institutions around the world are attempting to incorporate e-learning into old sequence delivery structures and establish combined learning environments [2]. This technique has added value for students and institutions by developing the excellence of the product [3,4]. Devoted administrators, competent and motivated learners, and well-organized students are all required to achieve the goal [5,6].…”

Section: Introductionmentioning

confidence: 99%

Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students

Alismaiel

2021

Sustainability

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The purpose of this study was to investigate the factors that influence the use of e-learning among students in higher education during the Corona Virus disease, during the 2019 season (COVID-19). A poll of 395 students from the student’s university was used to conduct the research. The study’s theoretical foundation was an expanded Technology Acceptance Model (TAM), which included task-technology fit and students’ engagement, as well as external elements such as experience (EXP), technology anxiety (TEA), and facilitating conditions (FC). The suggested model was tested and evaluated using SEM-PLS. The investigation demonstrated that the suggested TAM-based scale effectively describes factors impacting students’ use of E-learning during the pandemic. According to the findings, students’ engagement (SEN), EXP, TEA, and FC have a favorable impact on task–technology fit (TTF) and perceived ease of use (PEOU), resulting in a good impact on TTF and usage of an e-learning system for educational sustainability (EA). Finally, the TTF fit and convenience of use of eLearning in education have a positive impact on the behavioral intention to use an e-learning system for educational sustainability and the adoption process. As a result, higher education institutions should use eLearning as a sustainability learning strategy.

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“…A global trend with HEIs indicates an attempt to integrate e-learning into traditional course delivery systems and create blended learnning environemtns (Uğur and Turan, 2018). This strategy has lead to adding value for the students (Villesseche, 2019) as well as for the institutes by improving the quality of the output (Zhang et al , 2019). Achieving this goal requires committed administrators, skilled and engaged academicians and self disciplined students (Agrawal, 2016; Purbojo, 2018).…”

Section: Introductionmentioning

confidence: 99%

The adequacy of UTAUT-3 in interpreting academician’s adoption to e-Learning in higher education environments

Gunasinghe

Hamid

Khatibi

et al. 2019

ITSE

145

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Purpose This study aims to assess the adequacy of unified theory of acceptance and use of technology-3 (UTAUT-3) model in understanding academician’s adoption to e-Learning, with intent of getting more academicians to accept e-Learning in the Sri Lankan higher education context. Limited validity of the model in an educational context led to this study. The emergence of internet-based technology has changed the way people live, work and study. Technological platforms such as e-Learning have advanced educational systems by enhancing learner experience while benefiting teachers and educators in many ways. Design/methodology/approach The study used a deductive approach and quantitative methodology, in which a theoretical model was tested using hypotheses to assess causality between study variables. The simple random sampling was used to collect data using a self-administered questionnaire that was sent via Google Forms to targeted respondents. The final sample consisted of 441 academicians who responded to factors of e-Learning adoption on a seven-point Likert scale. Structured equation modelling was used for data analysis. Findings It was revealed that performance expectancy, effort expectancy, facilitating conditions, habit and hedonic motivation were significant influences of academician’s adoption to e-Learning. However, social influence and personal innovativeness in IT were not significant predictors of e-Learning. Research limitations/implications Due to the scope of the study, the factors that determine e-Learning adoption were limited to UTAUT-3 variables. Additionally, the concept was tested from only an academician’s perspective using quantitative methodology. Practical implications The findings are useful to higher education institute (HEI) administration, instructors and teaching assistants, policymakers to design and implement their online strategy as well as to make appropriate decisions in getting e-Learning accepted among a higher number of local HEI academicians. It is recommended for the decision-makers in the HEIs to consider the effect of the above findings in setting plans for higher e-Learning adoption. For instance, staff training catering to specific departmental needs, continuous awareness building, periodic reviewal of e-Learning system, e-Learning champions, introduction of policies and guidelines to encourage trial usage would be useful in this aspect. Social implications Successful use of e-Learning would help HEIs to overcome certain issues that exist in a traditional classroom. e-Learning facilitates education delivery beyond time and space while supporting enhanced performance monitoring and skill development which ultimately improve quality of output and institutional performance. Originality/value The study examined the adequacy of UTAUT-3 in understanding the adoptability to e-Learning. Second, it recognised a set of factors that affect the academic staff acceptance of e-Learning in higher education environments. A useful framework is provided to the HEI’s administration to successfully implement e-Learning systems. This study contributes to the growing body of information system literature by examining the validity of UTAUT-3 framework in the use and acceptance of educational technology in a developing country.

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Enhancing reading skills through adaptive e-learning

Cited by 15 publications

References 25 publications

A framework of smart pedagogy based on the facilitating of high order thinking skills

A framework of smart pedagogy based on the facilitating of high order thinking skills

Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students

The adequacy of UTAUT-3 in interpreting academician’s adoption to e-Learning in higher education environments

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