The Experience of Teachers in the Application of ActivInspire Interactive Evaluation System in Classroom: A Case of Teachers in Lithuania

Dudaitë, Jolita; Prakapas, Romas

doi:10.15388/infedu.2017.10

Cited by 8 publications

(5 citation statements)

References 21 publications

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“…For instance, regarding the relationship between external factors and attitude, Baturay, Gökçearslan and Sahin (2017) show that the educator's attitudes regarding use of e-learning may vary based on the environment, atmosphere and culture. Dudaitė and Prakapas (2017) investigate the merits of an eexam system by analysing students' questionnaires and find that these merits include helping them remain attentive, active and curious. A fair number of these studies have likewise focused on Moodle's perceived usefulness and/or other factors that impact the students' intention to use the e-learning material.…”

Section: Technology Acceptancementioning

confidence: 99%

Highlighting E‑learning Adoption Challenges using data Analysis Techniques: University of Kufa as a Case Study

Karkar¹,

Fatlawi²,

Al-Jobouri³

2020

ECEL

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Electronic learning (e‑learning) plays a significant role in improving the efficiency of the education process. However, in many cases in developing countries, technology transfer without consideration of technology acceptance factors has limited the impact of e‑learning and the expected outcome of the education process. Therefore, this shift in learning method has been met with low enthusiasm from academic staff and students owing to its low perceived usefulness and perceived ease‑of‑use. The University of Kufa (UoK) in Iraq is considered a good case study because it has implemented the e‑learning platform since 2013. The UoK platform is based on open‑source Moodle owing to the latter’s advantages, such as low implementation cost, open community for support and continuous update and development. To identify and evaluate the challenges, this study uses a questionnaire survey that targets the level of adoption, implementation, familiarity and technology acceptance of staff and students. A total of 242 educators participate in the survey, and the data are subsequently analysed. Important information is extracted using data mining techniques, namely clustering and decision trees. One of the main crucial factors extracted from the analysis results is the perception that social media is easier to use compared with a dedicated e‑learning platform such as Moodle. This factor may also discourage educators/learners from adopting an offered e‑learning platform, regardless of actual usefulness, motivation and training programs. Therefore, this paper offers practical information regarding the main issues and a guideline to fully utilise e‑learning for policy makers and e‑learning developers, particularly in newly established institutions or developing countries.

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Section: Technology Acceptancementioning

confidence: 99%

Highlighting E‑learning Adoption Challenges using data Analysis Techniques: University of Kufa as a Case Study

Karkar¹,

Fatlawi²,

Al-Jobouri³

2020

ECEL

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“…Academic institutions are continuously integrating new technologies with teaching practices and developing new combinations of information systems to aid teaching and learning. Recently, the use of personal response systems (PRSs) in the classroom has become increasingly popular in academic institutions (Dong, Hwang, Shadiev & Chen, 2017;Dudaite & Prakapas, 2017;Hubbard & Couch, 2018;Katz, Hallam, Duvall & Polsky, 2017). PRSs are widely acknowledged to be a useful tool for enhancing students' usage and learning effectiveness (Rana & Dwivedi, 2018;Wang, 2017).…”

Section: Introductionmentioning

confidence: 99%

Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems

Chan

Wan

2019

The International Journal of Management Education

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“…New developments and technological inventions are modifying the behaviour and functions of teachers and students in the educational process (Magen and Steinberger 2017;Santoso et al 2018;Witte, Haelermans, and Rogge 2015). In fact, the tools of information and communication are transforming the planning of school activities inside and outside the classroom (Bhaumik 2013;Dudaite and Prakapas 2017;Manwaring et al 2017). For example, the WAEPS allows students to interact with the technology by simulating the calculation of the upper and lower limits in the Normal Distribution.…”

Section: Discussionmentioning

confidence: 99%

Construction and evaluation of a web application for the educational process on Normal Distribution considering the science of data and machine learning

Salas-Rueda

2019

Research in Learning Technology

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This mixed research aims at the planning, construction and implementation of a web application to facilitate the educational process on the Normal Distribution through the technological, pedagogical and content knowledge of the Technological Pedagogical Content Knowledge (TPACK) model. This study proposes the use of the PHP programming language (technological knowledge), the topics of Normal Distribution (content knowledge) and computer simulation (pedagogical knowledge) to create the Web Application on the Educational Process of Statistics (WAEPS). The sample consists of 61 students who took the subject Statistical Instrumentation for Business during the 2018 school year. The results of the linear regression (machine learning with 50% and 70% of training) indicate that the WAEPS facilitates the educational process on statistics. In fact, the WAEPS promotes the active role in the student, develops mathematical skills and facilitates the assimilation of knowledge about the calculation of upper and lower limits in the Normal Distribution by means of data simulation, interactivity and navigation. Even students consider that this web application is innovative and useful for the educational field. In addition, data science (decision tree technique) identifies various predictive models on the impact of the WAEPS in the educational process. Finally, the TPACK model is an ideal frame of reference to innovate the teaching-learning process through technological, pedagogical and content knowledge.

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The Experience of Teachers in the Application of ActivInspire Interactive Evaluation System in Classroom: A Case of Teachers in Lithuania

Cited by 8 publications

References 21 publications

Highlighting E‑learning Adoption Challenges using data Analysis Techniques: University of Kufa as a Case Study

Highlighting E‑learning Adoption Challenges using data Analysis Techniques: University of Kufa as a Case Study

Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems

Construction and evaluation of a web application for the educational process on Normal Distribution considering the science of data and machine learning

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