Open and inclusive educational practice in the digital world [electronic resource] / Dirk Ifenthaler, Demetrios G. Sampson, Pedro Isaías, editors.

Format:

Book

Conference/Event

Contributor:

Ifenthaler, Dirk.

Sampson, Demetrios G.

Isaias, Pedro.

Conference Name:

International Conference on Cognition and Exploratory Learning in Digital Age (18th : 2021 : Online)

Series:

Cognition and exploratory learning in the digital age

Language:

English

Subjects (All):

Inclusive education--Congresses.

Inclusive education.

Educational technology--Congresses.

Educational technology.

Genre:

Conference papers and proceedings.

Physical Description:

1 online resource (250 p.).

Place of Publication:

Cham : Springer, 2023.

Summary:

This book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. The material in this book represents the work of both researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. The book covers a wide array of topics examining the deployment of learning technologies, proposing pedagogical approaches and practices to address digital transformation, presenting case studies of specific technologies and contexts and overall debating the contribution of learning technologies for the improvement of the learning process and the experience of students and for the development of key competences. It represents the best work reported during CELDA 2021, comprising expanded peer reviewed chapters from best papers focusing on open education models, inclusive learning environments and adaptive as well as personalized learning support.

Contents:

Intro

Preface

References

Acknowledgements

Contents

About the Editors

Part I: Analytics-Driven Perspectives

Chapter 1: Behavioral Patterns and Learner Interactions in Enterprise MOOCs

1 Introduction

2 The openSAP University

3 Sequential Analysis of Learning Behavior

4 Learner Behavior in Enterprise MOOCs

4.1 Sample, Data Collection, and Procedure

4.2 Results

4.2.1 Behavioral Patterns Over All Courses

4.2.2 Differences in Behavioral Patterns According to Topic Area

4.2.3 Typical Interaction Sequences

5 Discussion

Appendix: Detailed Findings for System Interactions

Chapter 2: The Smart MOOC Integrated with Intelligent Tutoring: A Case Study

2 Method

2.1 Research Model

2.2 Participants

2.3 Data Collection Tools and Data Analysis

3 Results

3.1 Student Views on the Benefits of the Smart MOOC Integrated with Intelligent Tutoring Environment

3.2 Student Views on the Disliked Features of the Smart MOOC Integrated with Intelligent Tutoring Environment

3.3 Student Views on the Use of Smart MOOC Integrated with Intelligent Tutoring Environment Developed in Different Learning Contexts

3.4 Student Views on the Ease of Use of the Smart MOOC Integrated with Intelligent Tutoring Environment

3.5 Suggesting Situations of Students to Use the Smart MOOC Integrated with Intelligent Tutoring Environment to their Friends

3.6 Students' Views on the Aspects of the Smart MOOC Integrated with Intelligent Tutoring Environment that Are Open to Improvement

4 Conclusion and Discussion

References

Chapter 3: Incorporating Time in Dispositional Learning Analytics Models

2 Temporality in Learning Analytics

2.1 The Role of Time in Learning

2.2 Seeking Balance

2.3 Research Objectives

3 Methods

3.1 Context and Setting

3.2 Participants

3.3 E-Tutorial Log Data

3.4 Disposition Data

3.5 Statistical Analyses

4 Results

4.1 Student Engagement Profiles by Clustering Log Data

4.2 Relevance of Clustering-Based Profiles for Course Performance

4.3 Profiles and Student Aptitudes as Dispositions

5 Discussion and Conclusions

Chapter 4: The GoalTrees Hierarchical Goal-Setting Intervention for Higher Education

1.1 Hierarchical Goal Setting in a Digital Study Assistant

2 Three Recent Studies

2.1 Development History

2.2 Study 1: Comparative UI/UX Testing

2.2.1 Methods

2.2.2 Results

2.2.3 Amount of Interactions and Time on Task

2.3 System Usability Scale

2.3.1 Ranking

2.3.2 Limitations

2.3.3 Summary and Implications

2.4 Study 2: Effects of OCEAN Personality Traits

2.4.1 Methods

2.4.2 Results

2.4.3 Summary and Implications

Notes:

2.5 Study 3: Root Goal Elicitation with Priming

Includes author index.

Online resource; title from PDF title page (SpringerLink, viewed January 6, 2023).

Other Format:

Print version: Ifenthaler, Dirk Open and Inclusive Educational Practice in the Digital World

ISBN:

9783031185120

3031185129

OCLC:

1355218755

Access Restriction:

Restricted for use by site license.