A Cognitive Style Based Framework for Usability Evaluation of Online Lecturing Platforms – A Case Study on Zoom and Teams

Ismail, Heba; Khelifi, Adel; Harous, Saad

doi:10.3991/ijep.v12i1.25295

Cited by 11 publications

(6 citation statements)

References 20 publications

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“…Finally, the authors of [17] proposed a framework for assessing the usability of online learning platforms. Since students with different learning styles learn differently, we develop the first cognitive style-based usability heuristic that can reliably assess the usability of an online learning environment for all types of learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Systemic Analysis of the Use of Technological Tools in the University Learning Process

Mozombite-Jayo¹,

Manrique-Jaime²,

Castillo-Lozada³

et al. 2022

Int. J. Eng. Ped.

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El artículo de investigación realizó entrevistas para obtener información desde diferentes perspectivas de los actores, tales como estudiantes, docentes, entre otros. De esta manera, analizar la problemática del uso de herramientas tecnológicas en una universidad de Lima Perú. Esto se hizo con la categoría de información donde se ubicaron las actividades confirmadas y validadas. Como resultado, se utilizó la cruz de Malta para ubicar en sus cuatro cuadrantes las actividades seleccionadas, la entrada, la salida de la categoría de información y el procedimiento de los procesos de información. El objetivo del trabajo es analizar a profundidad la problemática del uso de herramientas tecnológicas en la educación superior en el Perú bajo el enfoque sistémico. Se realizó un análisis sistemático utilizando la metodología híbrida de sistemas blandos y la metodología de Wilson. La investigación tiene un enfoque cualitativo y un alcance descriptivo. El resultado obtenido de la categoría de información y la cruz de Malta es que docentes y estudiantes desarrollaron sus competencias digitales en el uso de herramientas tecnológicas para mejorar el proceso de enseñanza-aprendizaje luego de realizar capacitaciones. Este aporte benefició a la comunidad universitaria objeto de estudio.

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Section: Literature Reviewmentioning

confidence: 99%

Systemic Analysis of the Use of Technological Tools in the University Learning Process

Mozombite-Jayo¹,

Manrique-Jaime²,

Castillo-Lozada³

et al. 2022

Int. J. Eng. Ped.

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show abstract

“…This study explored engineering faculty perspectives on the effects of a long-term professional development program promoting the use of active learning methods in their teaching. Acknowledging the inherent intricacy of student motivation and learning [52], it becomes apparent that the pedagogical expertise of engineering faculty, along with their integration of educational methodologies, is even more intricate [53][54]. Pedagogical knowledge is a component of this complex system that encompasses students, groups, classrooms, colleges, universities, communities, and cultures [55].…”

Section: Discussionmentioning

confidence: 99%

Catalyzing Change in Engineering Pedagogy

Rillero,

Rillero

2024

Int. J. Eng. Ped.

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This paper presents the implementation of a professional development program that aims at enhancing instructional practices to foster student-centered teaching approaches among engineering faculty at two universities in Pakistan. The program was guided by the theoretical perspective of enactivism and involved an initial three-day workshop, online modules, and reflective implementation assignments. The paper provides a detailed account of the program’s framework, design, and evaluation. The research questions addressed are: What are the perceptions of faculty members regarding (a) the benefits of the program topics and (b) changes in their actions as a result of the program? Likert-item survey instruments with retrospective items were analyzed using descriptive statistics and paired t-tests. As the program moved from being required to voluntary, participation was declined. Faculty who participated in this engineering pedagogy project reported positive attitudes and significant growth in utilizing student-centered strategies. The three-day workshop was perceived as the most beneficial of the components. The module was perceived to be of the highest benefit when focused on writing effective questions for high-level thinking. All the pre-to-post retrospective items showed statistically significant increases, with the two largest being the use of student response systems (SRS) and the focus on big ideas in teaching. The combined approaches show promise for faculty who persist in long-term professional development projects, catalyzing changes in perceived value and the implementation of active learning techniques.

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“…This can be explained by the insufficient digital skills by some students and faculty members. In addition, during the pandemic crisis introducing those new technologies, like Zoom, BBB, Teams … etc., in university learning and teaching was under urgent conditions and relied on piloting (trial and error) rather than systematic planning (Ismail et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Digital transformation in times of crisis: Challenges, attitudes, opportunities and lessons learned from students’ and faculty members’ perspectives

et al. 2022

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The COVID-19 crises forced and accelerated digital transformation in higher education institutions. Acceptance of the adoption of digital technologies in those institutions as well as their digital and educational readiness and resilience are important key success factors for this transformation. The objective of this study was to explore challenges, attitudes, opportunities and lessons learned of digital transformation in times of crises at the university level from faculty members’ and students’ perspectives. The study used Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework. In order to achieve the objective of the study a qualitative method was used. A total of 14 focus group interviews with 62 faculty members and 37 students were conducted in a mid-size university in Palestine. Thematic analysis was used to analyze data gathered from the focus group sessions. Results revealed many challenges toward digital transformation including technical and pedagogical infrastructure, social conditions, ease of use of software, digital pedagogy and online assessment. There are positive attitudes towards the availability of online resources and digitizing theoretical courses. However, students and faculty members still feel that they are not prepared enough for online education and expressed negative attitudes when digitizing practical courses. In order to achieve effective online teaching and learning, good preparation is a must for both students and lecturers which is not followed in actual delivery. Results also revealed several opportunities and benefits of digital transformation, namely, flexibility and the opportunity to develop new technical and educational skills. Researchers recommend carrying out this study in other universities and within different social and cultural contexts and applying mixed approach methodology for validating emerged results.

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A Cognitive Style Based Framework for Usability Evaluation of Online Lecturing Platforms – A Case Study on Zoom and Teams

Cited by 11 publications

References 20 publications

Systemic Analysis of the Use of Technological Tools in the University Learning Process

Systemic Analysis of the Use of Technological Tools in the University Learning Process

Catalyzing Change in Engineering Pedagogy

Digital transformation in times of crisis: Challenges, attitudes, opportunities and lessons learned from students’ and faculty members’ perspectives

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