Learning, Teaching, and Assessment Methods for Contemporary Learners

Srinivasa, K. G.; Kurni, Muralidhar; Saritha, Kuppala

doi:10.1007/978-981-19-6734-4

Cited by 17 publications

(10 citation statements)

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“…The publications' trajectories highlighted the growing scholarly efforts in the evolving landscape of AI in education, with a steep rise in publications from 2020 onwards. The expanding accessibility to AI technologies, growing funding for research endeavors across the world, and the pressing desire to modify conventional instructional strategies to an increasingly digital and data-driven era could be important factors contributing to the present surge in scholarly output (Ciolacu et al, 2019;Srinivasa et al, 2022). Additionally, the COVID-19 epidemic possibly accelerated the adoption of AI in education due to the greater focus on distance learning and innovative strategies, as Pantelimon et al (2021) noted.…”

Section: Discussionmentioning

confidence: 99%

“…Further, natural language processing (NLP) (Chowdhary, 2020) enhances the overall learning experiences by enabling real-like conversation with the virtual world (Litman, 2016). Moreover, the traditional assessment process is getting expeditated by the emerging AI-based assessment tools, offering educators additional time to hone in on pedagogy while delivering students instant feedback (Srinivasa et al, 2022; Tomić et al, 2023). AI also maximizes recommendation systems and content generation, prioritizing learning resources following student profiles and specific instructional goals (Diwan et al, 2023).…”

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confidence: 99%

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The Transformative Trajectory of Artificial Intelligence in Education: The Two Decades of Bibliometric Retrospect

Kavitha,

Joshith

2024

Journal of Educational Technology Systems

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Integrating artificial intelligence (AI) stands out as the most dynamic and innovative breakthrough in introducing disruptive paths in the varied domains of education. This bibliometric analysis delved into the trajectory of AI’s evolving landscape within educational settings over two decades, encompassing 324 articles published from 2003 to 2023, sourced from the Scopus database. The study uncovers a substantial surge in publications with a steep increase from 2020, peaking in 2023. Notably, while established nations like China and the US lead in publications, notable contributions from other developing countries, including Saudi Arabia, India, and Malaysia, underscored a global shift. Key terms, including students, machine learning, AI and higher education, underpin the central focus research areas while emerging themes like “generative AI” and chatbots like “chatgpt” mark the evolving trends. Further, the study prompts sustained global partnerships, interdisciplinary collaborations, and continued exploration of emerging AI technologies to catalyze educational advancements.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

The Transformative Trajectory of Artificial Intelligence in Education: The Two Decades of Bibliometric Retrospect

Kavitha,

Joshith

2024

Journal of Educational Technology Systems

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“…Crossover learning [92][93][94][95][96] can probably be arranged as a part of a course, in order to attain variation, to increase student engagement and relate other activities to the real world in which the students will eventually work. Spacing and self-testing [110][111][112] have great potential for substantially improving learning efficiency, and we encourage teachers to explore these methods and possibly incorporate them in their curricula.…”

Section: Discussionmentioning

confidence: 99%

“…Crossover learning is an umbrella term for methods which bring together informal and formal learning. This could mean supervised visits and active participation at a museum, a conference hall, a stakeholder workshop, a poster session or virtually anything outside of the university walls [94][95][96][97]. Azmi et al [92] found high (mostly > 4 on a scale from 1 to 5) student ratings for a teacher facilitated but student-led crossover learning event.…”

Section: Crossover Learningmentioning

confidence: 99%

Teaching, learning and assessment methods for sustainability education on the land–sea interface

Bryhn

Belgrano

2023

Discov Sustain

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The Land–Sea Interface (LSI) is where land and sea meet, not only in physical terms, but also with regards to a large variety of ecological and societal aspects. The United Nations has proclaimed the period 2021–2030 the Ocean Decade, which entails striving for a sustainable use of the ocean and teaching and learning about ocean related issues. Teaching and learning about the LSI are also tightly connected with several Sustainable Development Goals (Global Goals) such as Life Below Water, Zero Hunger and Sustainable Cities and Communities. Teaching and learning about sustainability lacks a uniform pedagogy, and it is probably wise to maintain that apparently adaptive diversity. In this globally relevant methods overview, we present a wide range of relatively new and/or successful and mostly largely learner-centered methods. We also discuss how effective and popular they are, and give examples on how most of these methods are already used in LSI sustainability teaching. There will probably not be any successful “one size fits all” model developing for LSI teaching and learning, and each module, course and programme will have to develop its own recipe for successful teaching and learning, possibly with support from one or several methods discussed in this paper.

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“…They encompass the theories, principles, and practices of teaching and learning, and involve the design, implementation, and evaluation of educational programs and curricula. Pedagogy also encompasses the roles and responsibilities of teachers and instructors, as well as how they interact with their students, including feedback and assessment and creating learning environments [29]. It is a continuous process that changes and adapts to new knowledge, technology, and society's needs, serving as a link connecting principles with practical implementation.…”

Section: Introductionmentioning

confidence: 99%

Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education

Al Kez,

Lowans,

Foley

2024

Sustainability

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This study probes the notable gap between the theoretical endorsement of the UN Sustainable Development Goals (SDGs), particularly SDGs 7, 12, and 13, and their tangible implementation in higher education curricula. We hypothesize that entrenched unsustainable practices in key academic disciplines, such as engineering and business, persist despite the global shift towards sustainability. The study engages a diverse cohort of participants from academia, public, private, and nonprofit sectors, chosen for their distinct roles and insights in integrating SDGs into educational and industrial frameworks. Our research design integrates an extensive qualitative literature review and critical analyses with quantitative surveys using specially designed instruments. The study was conducted with a sample of 48 participants, representing various sectors, using specially designed survey instruments to gauge expert opinions on the barriers and opportunities in advancing sustainable education. Our findings identify economic and administrative hurdles as primary impediments to academia’s shift towards sustainability. The data underscore the urgent need for targeted strategies in transitioning to a net-zero educational paradigm. The study concludes with a call to reshape academic initiatives, highlighting the critical role of education in preparing future leaders. It emphasizes bridging the gap between theoretical support for SDGs and their practical application in academia, proposing actionable strategies for this alignment.

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Learning, Teaching, and Assessment Methods for Contemporary Learners

Cited by 17 publications

References 0 publications

The Transformative Trajectory of Artificial Intelligence in Education: The Two Decades of Bibliometric Retrospect

The Transformative Trajectory of Artificial Intelligence in Education: The Two Decades of Bibliometric Retrospect

Teaching, learning and assessment methods for sustainability education on the land–sea interface

Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education

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