Innovations in Smart Universities

Uskov, Vladimir; Bakken, Jeffrey P.; Howlett, Robert J.; Jain, Lakhmi C.

doi:10.1007/978-3-319-59454-5_1

Cited by 24 publications

(25 citation statements)

References 4 publications

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“…Thus, the world of e-learning needs a new theory about learning [26], which has to overcome the different generations of e-learning technologies for teacher-student-content management [27] by going toward a smart learning realized through e-learning [28].…”

Section: Theoretical Context and Hypothesesmentioning

confidence: 99%

Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)

et al. 2018

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Human beings must develop many skills to cope with the large amount of challenges that currently exist in the world: media empowerment for an active and democratic citizenship, knowledge acquisition and conversion for lifelong and life-wide learning, 21st century skills for matching demand and supply in labor markets, and dispositional employability for unpredictable future career success. One of the tools for achieving these is online education, in which students have the chance to manage their own time, content, and goals. Thus, this paper analyzes these issues from the perspective of skills gained through e-learning and validates the Socio-Technical E-learning Employability System of Measurement (STELEM) framework. The research was carried out with former students of the Universitat Oberta de Catalunya. Exploratory and confirmatory factorial analyses validate several consistent and reliable scales in two areas: (i) employability, based on educational social capital, media empowerment, knowledge acquisition, knowledge conversion, literacy, digitalness, collaboration, resilience, proactivity, identity, openness, motivation, organizational culture, and employment security; and (ii) socio-technical systems existing in this open online university, based on its information and communications technology (ICT), learning tasks, as well as student-centered and organizational approaches. The research provides two new psychometrical scales that are useful for the evaluation, monitoring, and assessment of relationships and influences between socio-technical e-learning organizations and employability skills development, and proposes a set of indicators related to human and social capital, valid in employability contexts.

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Section: Theoretical Context and Hypothesesmentioning

confidence: 99%

Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)

et al. 2018

View full text Add to dashboard Cite

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“…In conclusion, the world is increasingly turning digital, which implies an urgent need for a series of changes to teaching methods for the inclusion of learning tools within higher education. Experts are calling for an intelligent university in which technology and pedagogy are implemented in teaching–learning environments [ 54 , 55 ]. These environments may be blended learning, or virtual, yet they are quite unlikely ever to be purely face-to-face again.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19

Manzanares

Sánchez

Ochoa-Orihuel

2020

IJERPH

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The use of advanced learning technologies in a learning management system (LMS) can greatly assist learning processes, especially when used in university environments, as they promote the development of Self-Regulated learning, which increases academic performance and student satisfaction towards personal learning. One of the most innovative resources that an LMS may have is an Intelligent Personal Assistant (IPA). We worked with a sample of 109 third-grade students following Health Sciences degrees. The aims were: (1) to verify whether there will be significant differences in student access to the LMS, depending on use versus non-use of an IPA. (2) To verify whether there will be significant differences in student learning outcomes depending on use versus non-use of an IPA. (3) To verify whether there will be significant differences for student satisfaction with teaching during the COVID-19 pandemic, depending on use versus non-use of an IPA. (4) To analyze student perceptions of the usefulness of an IPA in the LMS. We found greater functionality in access to the LMS and satisfaction with teaching, especially during the health crisis, in the group of students who had used an IPA. However, both the expansion of available information and the usability of the features embedded in an IPA are still challenging issues.

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“…The online translation courses lack the physical presence of the learners that sharply affect the physical and even the mental communications between learners and their instructors. As such, the social constructivist theories of learning can address the problems of lack of academic socialisation in the e-learning courses through incorporating teaching strategies that require learners to collaborate, communicate, explore, and reflect (Uskov, Howlett, & Jain, 2015). In this domain, language learning is regarded to be an active and constructive process where learners are able to develop their language skills in relation to the surrounding environment.…”

Section: Analysis and Discussionmentioning

confidence: 99%

The Implications of Online Translation Courses on Instructors’ Philosophy of Teaching

2019

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The paper aims to shed more insights into the impact of online learning on the philosophy of teaching online translation courses. It starts from the premise that online translation courses have peculiar epistemological and pedagogical characteristics which differ from those available in conventional teaching settings. The traditional styles of teaching translation courses have generally focused on linguistic competence and translation and interpreting skills with a little focus on the increasing demands and changing conditions of the translation industry. In spite of the effectiveness of online translation courses in addressing the needs of both translation students and labor market in terms of offering diverse programs and courses including computer-assisted translation tools, subtitling, document management, and localization software, different challenges remain unresolved. These challenges can be attributed to different factors including the lack of a reliable philosophy of teaching that addresses the peculiar epistemological and pedagogical characteristics of online learning. In order to explore the role of philosophy of teaching in the effectiveness and quality of online translation courses, twenty seven online instructors were interviewed about their philosophy of teaching and strategies of addressing the online learning problems and challenges. It is suggested that instructors' unawareness about the peculiar nature of online learning and learners' needs has negative implications on students' achievement and online learning process in general. Online translation instructors are thus recommended to integrate different teaching philosophies in order to improve interaction with students, better understand their needs, and prepare them for the translation industry and labor market.

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Innovations in Smart Universities

Cited by 24 publications

References 4 publications

Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)

Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)

Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19

The Implications of Online Translation Courses on Instructors’ Philosophy of Teaching

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