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PurposeThe purpose of this study is to explore learner-centered emerging technologies, methods of learning with artificial intelligence (AI), student engagement and concerns related to the assessment process at public and private universities in Bangladesh.Design/methodology/approachThe study employed a qualitative research approach to investigate innovations in learning, student engagement and assessment concerns. Respondents were categorized into three clusters: Cluster-A comprised students from various academic levels, Cluster-B included faculty members with online teaching experience and Cluster-C consisted of information and communication technology (ICT) experts from university information technology (IT) departments. Qualitative data were collected via in-depth interviews.FindingsThe research findings indicate the widespread acceptance and utilization of learner-centered technologies, with online and hybrid learning offering flexibility, accessibility, self-paced learning and better student engagement opportunities. While AI platforms like ChatGPT and Gemini are valued for clarifying theoretical concepts, concerns exist regarding their ethical use, particularly in completing assignments. The assessment process faces challenges related to online exams, with concerns over cheating prompting calls for AI-supported solutions. However, there is a gap between commitment and action in regulating unethical AI usage, highlighting the need for clearer guidance and investment in technological solutions for an effective assessment process.Research limitations/implicationsLimitations of this study include the inability to quantify the satisfaction level with the emergence of learner-centered technologies, which could be better explained through a quantitative study.Originality/valueThis study’s originality and value stem from its thorough investigation of innovations in learner-centered education considering the emergence of AI and student engagement, uniquely focusing on the perspective of a developing country.
PurposeThe purpose of this study is to explore learner-centered emerging technologies, methods of learning with artificial intelligence (AI), student engagement and concerns related to the assessment process at public and private universities in Bangladesh.Design/methodology/approachThe study employed a qualitative research approach to investigate innovations in learning, student engagement and assessment concerns. Respondents were categorized into three clusters: Cluster-A comprised students from various academic levels, Cluster-B included faculty members with online teaching experience and Cluster-C consisted of information and communication technology (ICT) experts from university information technology (IT) departments. Qualitative data were collected via in-depth interviews.FindingsThe research findings indicate the widespread acceptance and utilization of learner-centered technologies, with online and hybrid learning offering flexibility, accessibility, self-paced learning and better student engagement opportunities. While AI platforms like ChatGPT and Gemini are valued for clarifying theoretical concepts, concerns exist regarding their ethical use, particularly in completing assignments. The assessment process faces challenges related to online exams, with concerns over cheating prompting calls for AI-supported solutions. However, there is a gap between commitment and action in regulating unethical AI usage, highlighting the need for clearer guidance and investment in technological solutions for an effective assessment process.Research limitations/implicationsLimitations of this study include the inability to quantify the satisfaction level with the emergence of learner-centered technologies, which could be better explained through a quantitative study.Originality/valueThis study’s originality and value stem from its thorough investigation of innovations in learner-centered education considering the emergence of AI and student engagement, uniquely focusing on the perspective of a developing country.
PurposeOnline learning gained ground during the pandemic and has continued to be used in the post-Covid era. Items related to online learning should be included in service quality assessment. The purpose of this study is to examine the influence of service quality, which includes the online learning dimension, on student satisfaction in higher-education in a blended learning environment.Design/methodology/approachA total of 452 valid questionnaires were collected from business undergraduate students enrolled in public universities in Greece. A modified version of HEdPERF is used to evaluate service quality. Due to the extensive use of online learning, an additional dimension was added to the HEdPERF scale which focuses on online education, a field that has not yet been widely examined. Structural equation modeling is used to examine the relationships between service quality, and student satisfaction.FindingsThe research findings verify the six-structure scale of the HEdPERF instrument (non-academic aspects, academic aspects, reputation, access and programs issues and online learning), providing satisfactory results in terms of reliability and validity tests. Service quality dimensions such as academic aspects, access, program issues and online learning are the influential dimensions of student satisfaction in a blended learning context.Originality/valueTo the best of the authors’ knowledge, no previous study has expanded traditional service quality instruments to include the dimension of service quality of online learning.
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