On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education

Saadati, Zohreh; Zeki, Canan Perkan; Barenji, Reza Vatankhah

doi:10.1080/10494820.2021.1920429

Cited by 41 publications

(17 citation statements)

References 48 publications

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“…Industry4.0 is the current trend of automation to have intelligent, autonomous, and decentralized ecosystems able to provide smart and integrated products and services by employing merging technologies such as the Internet of Things (IoT), Cloud Computing (CC), and Artificial Intelligent (AI), Cyber-Physical Technology (CPT) [4], and blockchain technology. In the Industry4.0 era, blockchain technology brings transparency, security, cost reduction, and traceability to the ecosystem [5][6]. CC is the on-demand availability of computing power and data storage [7].…”

Section: Introductionmentioning

confidence: 99%

Towards Pharma 4.0 in clinical trials: A future-orientated perspective

Hariry

Barenji

Paradkar

2022

Drug Discovery Today

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Section: Introductionmentioning

confidence: 99%

Towards Pharma 4.0 in clinical trials: A future-orientated perspective

Hariry

Barenji

Paradkar

2022

Drug Discovery Today

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“…In an age focused on information and technology, it may be possible for students to adapt to the society they live in by using their critical thinking skills (Chen & Wu, 2021). Online education, with its flexibility and accessibility in time and space, has changed people's perspectives on acquiring knowledge and skills (Saadati, Zeki, & Vatankhah Barenji, 2021). In addition to this, the curriculum also contributed students to socializing, communicating, and expressing themselves in collaboration.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, in Gündoğdu's (2017) study, it is seen that web-based collaborative studies have a great impact on motivation. In various studies, it is stated that social presence perception supports cognitive skills and meaningful learning can occur in online cooperative and interactive social learning networks (Garrison, Anderson, & Archer, 2001;Kim, Whon & Cho, 2011;Saadati, Zeki, & Vatankhah Barenji, 2021;Yücel, Usluel, 2016). In addition, considering the appropriate pedagogical approach and choosing interactive technology in an effective learning and teaching environment can improve students' cooperation, communication and critical thinking skills (Feng & Wang, 2021;Jou, Lin, & Wu, 2016).…”

Section: Discussionmentioning

confidence: 99%

Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study

KORUKLUOĞLU

Çeliköz

Gürol

2022

Journal of Learning and Teaching in Digital Age

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It is crucial for students to develop their 21st-century skills such as technological literacy and critical thinking skills with various curricula to be updated in accordance with technology integration in education. Therefore, a critical thinking curriculum was designed, implemented and evaluated by using Web 2.0 tools for secondary school students. The research, adopting embedded mixed design [qual+Quan(qual)+qual] research model, was carried out with 21 secondary school students studying at 5th and 6th grades. Before the 8-week implementation process, a needs analysis was carried out, student journals during the implementation were analyzed with content analysis. A significant difference was found, in favor of the post-test, between the pre-tests/post-tests of "Critical Thinking Skills Test" and "Critical Thinking Disposition Instrument" as a result of Wilcoxon Signed Ranked Test analysis while there was no significant difference between the post-tests based on variables of grade and gender in the Mann Whitney-U analysis. In the content analysis of the student interviews carried out after the implementation, it is seen that students found the curriculum entertaining and gained awareness in utilizing critical thinking skills. In addition, students suggested activities embodying more verbal expressions and extracurricular assignments to be more active.Individuals who have critical thinking skills (CTS) are open to change, think alternatively, are curious, make realistic decisions by establishing a cause-effect relationship based on evidence, and have the self-confidence to discuss the reasons for their decisions (Facione, 1990;Yılmaz, 2019). It is a necessity to enrich the curricula with up-to-date knowledge, skills, and technologies so that individuals in the developmental age can acquire CTS (Larson & Miller, 2011;Voogt & Roblin, 2010). Accordingly, teaching/learning methods and materials along with the subject content need to be updated with the innovations in accordance with the age of technology (Dede, 2010). By developing curricula, so that new knowledge and skills are acquired in the social structure through the technological literacy skills that emerged with the rapid progress in the information technologies in the 21 st -century and

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“…Self-regulation skills are defined as an active and constructive process, in which learners determine their learning goals and monitor their cognition, motivation, and behaviour (Boekaerts et al, 2000). Selfregulation is the self-guidance and control of one's behaviour (Saadati et al, 2021;Uz and Uzun, 2013).…”

Section: Past Literature On Creative Trainingmentioning

confidence: 99%

“…, 2000). Self-regulation is the self-guidance and control of one's behaviour (Saadati et al. , 2021; Uz and Uzun, 2013).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Enhancing the effects of creativity training for business school students through art-based methods and blended learning

Kuo

Tien²

2022

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PurposeThe content of training (art-based method) and instructional strategies (blended learning) can improve business school students' creativity and attempts to determine how training can be maintained using longitudinal tracking. The study aims to answer (1) whether the incorporation of art-based methods enhances the creativity of students compared to traditional face-to-face (F2F) teaching, and (2) whether such creative training and blended teaching methods have a higher transfer of training.Design/methodology/approachThis study adopted a two-stage design (1) it adopted a 2 × 2 (with or without art-based methods * blended teaching or F2F teaching) between-subject design of experiments with 221 participants and (2) a one-year follow-up study was conducted (participants who were employed for 6 months to one year after graduation) with 187 participants and their directors.FindingsThe results showed that the inclusion of art-based methods in the creative training of students strengthens creative ability of the students; there were no significant differences between blended and traditional learning. The authors examined the effect of transferring creative training through a questionnaire analysis of participants and employers of the participants. Self-regulated and self-directed learning positively influence motivation to transfer, which positively influences creative performance.Originality/valueThe higher the level of self-regulated and self-directed learning of students, the more effective the transfer of creative training is over time.

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On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education

Cited by 41 publications

References 48 publications

Towards Pharma 4.0 in clinical trials: A future-orientated perspective

Towards Pharma 4.0 in clinical trials: A future-orientated perspective

Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study

Enhancing the effects of creativity training for business school students through art-based methods and blended learning

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