The Role of ICT Centers in the Management of Distance Education in Palestinian Universities during Emergency Education

Daher, Wajeeh; Ashour, Wafaa; Hamdan, Rabab

doi:10.3390/educsci12080542

Cited by 6 publications

(5 citation statements)

References 38 publications

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“…Our analysis did not reveal any new types of difficulties related to conceptual understanding. This suggests that we reached saturation concerning the conceptual understanding categories and their properties [21,22].…”

Section: Validity and Reliabilitymentioning

confidence: 90%

Artificial Intelligence Generative Tools and Conceptual Knowledge in Problem Solving in Chemistry

2023

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In recent years, artificial intelligence (AI) has emerged as a valuable resource for teaching and learning, and it has also shown promise as a tool to help solve problems. A tool that has gained attention in education is ChatGPT, which supports teaching and learning through AI. This research investigates the difficulties faced by ChatGPT in comprehending and responding to chemistry problems pertaining to the topic of Introduction to Material Science. By employing the theoretical framework proposed by Holme et al., encompassing categories such as transfer, depth, predict/explain, problem solving, and translate, we evaluate ChatGPT’s conceptual understanding difficulties. We presented ChatGPT with a set of thirty chemistry problems within the Introduction to Material Science domain and tasked it with generating solutions. Our findings indicated that ChatGPT encountered significant conceptual knowledge difficulties across various categories, with a notable emphasis on representations and depth, where difficulties in representations hindered effective knowledge transfer.

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Section: Validity and Reliabilitymentioning

confidence: 90%

Artificial Intelligence Generative Tools and Conceptual Knowledge in Problem Solving in Chemistry

2023

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“…Distance learning and its challenges have attracted the attention of educational researchers [31][32][33][34]. The present research intended to show the potentialities of using a focus group methodology to investigate educational phenomena.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Schools’ Challenges in Distance Learning during Emergency Education: Focus Group Methodology

Daher

2024

Education Sciences

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The present research uses the focus group discussion methodology to report the challenges met by the educational system in distance education during emergency education. It shows the different potentialities of this use. In doing this, it studies the practices used by schools during emergency education. Furthermore, the research verifies the suggestions given by a group of educationists to cope with challenges in emergency education. A focus group of nine participants met in the frame of a Ph.D. course to discuss the issues in which the present research is interested, and the number of discussion sessions was four. The research results indicated that the reasons varied for agreement and disagreement in the FGDs, where these reasons were mostly experience-based, perception-based, affiliation-based, inconsideration-based, compromise-based, and suggestion-based. Moreover, the types of agreement and disagreement were mostly complementary, vis-à-vis agreement-with-objection and agreement-with-advancement. The facilitator performed the following different functions: (1) initiator, (2) caring about the different voices in the FGD, and thus encouraging equity in the FGD, (3) making the discussion smooth, (4) advancing the discussion, (5) and orchestrating the discussion. In addition, the discussion of the participants addressed challenges related to the teachers, to the Ministry of Education, and to the resources. The schools’ and the Ministry of Education’s practices included different actions in an attempt to overcome the challenges of distance education: holding workshops related to distance education, suggesting the schools as places for the teachers to teach their online lessons, and making declarations for the public and families. The suggestions given by the participants to maintain and improve online learning included communicating with the students and holding workshops for the professional development of teachers at regular times. Close relationships between the Ministry of Education, the schools, and the parents were recommended in order to maintain an acceptable level of distance education.

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“…After analyzing the responses generated by ChatGPT, in both versions and both languages, for 20 open problems and 10 multiple-choice problems, the analysis did not result in new themes pertaining to the accuracy of the problem solutions or in the trends of solutions. This implied that saturation was satisfied concerning the categories of accuracy and trends of accuracy [23][24]. To warrant reliability in data analysis, two experienced coders coded ChatGPT response in the two versions and two languages.…”

Section: Validity and Reliabilitymentioning

confidence: 99%

Generative Artificial Intelligence in Chemistry Problem Solving across Versions and Languages

Daher,

Diab,

Rayan

2024

Preprint

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Generative artificial intelligence tools are flourishing across various sciences, particularly in the educational domain. ChatGPT, with its versions 3.5 and 4.0, stands out for its multilingual capabilities, catering to both students and educators. This research aimed to evaluate the performance differences between these versions, and importantly, to compare the accuracy of ChatGPT's responses in English versus Arabic. In our study, we presented ChatGPT with 39 chemistry problems related to 6th-7th grade curriculum, including twenty-five open questions and fourteen multiple-choice questions. Each response was categorized as accurate, partially accurate, or inaccurate. Our analysis, focused on trends across versions and languages, revealed significant enhancements in version 4.0, particularly in its ability to process Arabic. However, despite these improvements, our findings indicate that responses in English consistently outperformed those in Arabic in terms of accuracy. In light of this discrepancy, we suggest that ChatGPT either incorporates additional Arabic databases into its training regimen or develops a code that adopts the following strategy to ensure more accurate responses in science education: questions should first be translated from Arabic to English, addressed, and then retranslated into Arabic before being presented to the user. This approach takes advantage of the greater accuracy of responses in English to benefit Arabic-speaking users, and it may also improve outcomes for speakers of other languages who experience less precise answers in the fields of chemistry or science education.

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The Role of ICT Centers in the Management of Distance Education in Palestinian Universities during Emergency Education

Cited by 6 publications

References 38 publications

Artificial Intelligence Generative Tools and Conceptual Knowledge in Problem Solving in Chemistry

Artificial Intelligence Generative Tools and Conceptual Knowledge in Problem Solving in Chemistry

Schools’ Challenges in Distance Learning during Emergency Education: Focus Group Methodology

Generative Artificial Intelligence in Chemistry Problem Solving across Versions and Languages

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