An integrated virtual pathology education platform developed using Microsoft Power Apps and Microsoft Teams

Rajaram, Ajay; Olory, Carel; Leduc, Valérie; Evaristo, Gertruda; Côté, Kevin; Isenberg, Jordan; Isenberg, Julia Schur; Dai, David; Karamchandani, Jason; Chen, Moy Fong; Maedler-Kron, Chelsea; Fiset, Pierre

doi:10.1016/j.jpi.2022.100117

Cited by 6 publications

(2 citation statements)

References 5 publications

(5 reference statements)

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“…Each of these has been extensively studied and found effective for online learning and collaboration. For instance, Google Classroom facilitates assignment management and communication (Bervell et al, 2022; Delos Reyes et al, 2022; Tarteer et al, 2022), Slack promotes team collaboration (Fontes et al, 2022; Leonardi & Torchiano, 2022; Papathoma, 2022), Microsoft Teams offers comprehensive communication tools integrating with Microsoft Office (Al Enezi et al, 2022; Gotlib et al, 2022; Rajaram et al, 2022), and so on for the other tools mentioned, each serving a unique educational purpose.…”

Section: Literature Reviewmentioning

confidence: 99%

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Ateş,

Köroğlu

2024

Computer Assisted Learning

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BackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

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Section: Literature Reviewmentioning

confidence: 99%

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Ateş,

Köroğlu

2024

Computer Assisted Learning

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“…The platform utilized AI algorithms to analyze students' interactions, preferences, and learning patterns, enabling the provision of tailored recommendations and resources. By understanding individual students' needs, it could suggest supplementary materials, practice exercises, or related resources to enhance their understanding of programming language concepts and chatbot development (Tran, 2021;Rajaram et al, 2022).…”

Section: Description Of the Coursementioning

confidence: 99%

Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

Sadegh-Zadeh,

Movahhedi,

Hajiyavand

et al. 2023

Front. Educ.

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In the age of globalization, an internet connection has become essential for enhancing various human activities across the economic, cultural, and defense sectors, among others. This is particularly true for online classrooms. Microsoft Teams, a widely used digital education platform, provides capabilities that allow online teachers to facilitate better interactions and create more effective learning environments in online settings. This study aimed to explore students’ perceptions of synchronous online learning that occurred in an AI-enhanced online course, delivered using MS Teams. As an explorative study that examines the educational intersection of engineering and artificial intelligence, it represents the convergence of these two branches of learning and thus enriches both fields. The research involved 35 online students at the Staffordshire University, with data collected via online questionnaires to gather information about students’ perceptions of online learning through Microsoft Teams. After completing the online course materials, the questionnaires were distributed to students via Google Forms. The data were then descriptively analyzed. The study’s findings revealed that although online learning through Microsoft Teams was a novel experience for the students, the platform’s interactive and engaging learning environment motivated them to participate more actively, ultimately leading to a better comprehension of the course materials. Incorporating AI-enhanced features within the Microsoft Teams platform further augmented the online learning experience, as students appreciated the personalized learning recommendations and real-time feedback, which showcases the synergistic potential of AI and education in the digital age.

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Formation of Intellectual Information and Knowledge Qualities Based on Digital Educational Services

Pudovkina,

Scherbakov,

Bratukhina

et al. 2024

Lecture Notes in Networks and Systems

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An integrated virtual pathology education platform developed using Microsoft Power Apps and Microsoft Teams

Cited by 6 publications

References 5 publications

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

Formation of Intellectual Information and Knowledge Qualities Based on Digital Educational Services

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