977% of surveyed students reported that the experiential chatbot workshop had successfully met the anticipated learning goals. While showcasing empirical evidence supporting the pedagogical value of experiential Chatbot workshops within introductory Artificial Intelligence courses, specifically concerning Natural Language Processing (NLP), we seek to validate a conceptual framework rooted in learning theories and technology-mediated learning (TML) models. This framework aims to quantify the impact of a chatbot-focused practicum on student engagement, motivation, and ultimately, their successful acquisition of fundamental NLP skills, alongside learner satisfaction. This paper meticulously details practical applications for instructors wishing to introduce a chatbot workshop, an effective TML strategy, within a tertiary context, culminating in the creation of future-ready learners.
The online version provides supplementary materials accessible through 101007/s10639-023-11795-5.
The online version provides supplementary materials that can be found at 101007/s10639-023-11795-5.

The use of diverse blended learning approaches existed before the COVID-19 pandemic, but the sudden shift to remote teaching served as a driving force for the sector, boosting the creation of enhanced digital learning tools to address the urgent necessities of students. As the pandemic recedes, the reversion to purely didactic and impersonal in-person instruction feels somewhat anticlimactic, with lecturers in lecture halls now exploring and employing different digital tools to create more engaging, synchronized, and non-synchronized in-person sessions. Student experiences with diverse learning tools and strategies, particularly regarding e-learning resources (ELRs) and blended learning approaches, were investigated by a survey developed by a multidisciplinary team at Cardiff University's School of Medicine. We sought to analyze student experiences with, and their level of contentment and participation in, both ELRs and blended learning strategies. The survey yielded responses from 179 students, comprising both undergraduate and postgraduate learners. In a significant finding, 97% of participants reported that their teaching material included e-learning resources, with an impressive 77% rating the quality of these e-learning elements as being good-to-excellent. Additionally, 66% of participants favoured the use of asynchronous learning materials that allow for individualized learning paces. The students determined that a variety of platforms, tools, and approaches effectively satisfied their diverse learning requirements. We propose a customized, evidence-supported, and inclusive learning model (PEBIL) allowing the application of digital technologies, both in physical and virtual spaces.

The teaching and learning process faced a severe disruption worldwide, owing to the pandemic COVID-19 and affecting all educational levels. Education underwent a significant transformation under these extraordinary circumstances, with technology taking on a central role and frequently exposing challenges related to the technological capabilities and preparedness of both teachers and learners and infrastructure. This research project investigated the correlation between emergency remote education experiences and preservice teachers' future understanding and beliefs about employing technology in their teaching. To determine differences in self-reported technological pedagogical content knowledge (TPACK) and technological beliefs, we studied three cohorts of prospective teachers: pre-lockdown (n=179), lockdown (n=48), and post-lockdown (n=228). Significant gains in technological knowledge (TK) and technological pedagogical content knowledge (TPCK) were observed in the post-lockdown cohort, noticeably outperforming the pre-lockdown cohort, as the study's results indicate. Concurrently, the post-lockdown pre-service teachers with prior teaching experience displayed improvements in both content knowledge (CK) and pedagogical content knowledge (PCK). Cohort and experience factors failed to influence preservice teachers' technological beliefs in any measurable way. Despite the challenges associated with COVID-19 lockdowns, a resilience in positive technology beliefs amongst preservice teachers is evident, possibly even showcasing advantages gained during the lockdown period. A discussion of these findings and the positive effects linked to teaching experience, in relation to their implications for teacher training, is presented.

A scale for assessing preservice science teachers' perspectives on flipped learning is the objective of this investigation. This study utilizes a survey design, a quantitative research method, to collect data. The authors constructed a 144-item pool for content validity, using the literature as their foundation. The five-point Likert-type draft scale's item pool, after expert assessment, was finalized at 49 items. Generalization concerns led the current study to employ cluster sampling as the preferred methodology. The preservice science teachers residing in the provinces of Kayseri, Nevsehir, Nigde, Kirsehir, and Konya, Turkey, constitute the accessible population of this study. A group of 490 pre-service science teachers participated in the administration of the draft scale, a sample size that is ten times larger than the number of scale items. In order to assess the scale's construct validity, we also carried out explanatory and confirmatory factor analyses. We concluded with a four-factor structure, comprised of 43 items, that explained 492% of the variance in scores, and the correlation between the criterion and draft scales exceeded .70. Return a list of sentences, all uniquely structured, ensuring validity of the criterion, and different from the original. We analyzed the scale's reliability using Cronbach's alpha and composite reliability, indicating reliability coefficients for the complete scale and its constituent sub-factors exceeding 0.70. RAD001 chemical structure We have, as a result, constructed a scale of 43 items and four dimensions, which accounts for 492% of the variance. To evaluate preservice teachers' opinions on flipped learning, researchers and lecturers can employ this data collection tool.

Spatial constraints are liberated by distance learning in the educational process. Every mode of distance learning, from synchronous to asynchronous methods, has its own set of challenges. While synchronous learning involves potential network bandwidth and noise issues, asynchronous learning, unfortunately, may limit opportunities for interactive engagement, including the crucial ability to ask questions. Assessing student comprehension of the course material becomes a hurdle for teachers in the context of asynchronous learning. Motivated students, consistently engaged in a course, will diligently prepare for in-class activities if teachers utilize questioning techniques and maintain clear communication during the learning session. Th2 immune response For asynchronous learning environments, we seek to automatically generate a succession of questions based on the learning content. Multiple-choice questions, designed for student engagement and teacher assessment, are part of this research. The ADT-QG model, a novel approach to asynchronous distance teaching question generation, is presented here. It leverages the Sentences-BERT (SBERT) model to produce questions that closely resemble the input sentences. It is projected that the Transfer Text-to-Text Transformer (T5) model, when utilizing Wiki corpus generation, will produce questions that are more fluid and more closely related to the instructional content. This study's results show that questions generated by the ADT-QG model possess strong indicators of clarity and fluency, confirming their high quality and relevance to the curriculum content.

This investigation delved into the interplay between cognition and emotion within blended collaborative learning environments. Undergraduate students, numbering thirty (n=30), enrolled in a sixteen-week information technology pedagogy course, comprised the participants in this study. Six groups, each comprising five students, were formed from the student body. Using both a heuristic mining algorithm and an inductive miner algorithm, the research team assessed the behavior modes of the participants. Groups with higher task scores exhibited a greater abundance of reflective phases and cycles during their interactions compared to groups with low task scores, stimulating more frequent self-evaluations and regulatory behaviors for anticipatory planning and performance assessment. biomimetic robotics The high-scoring groups displayed a greater frequency of emotional events independent of cognitive processes, when compared to the low-scoring groups. Based on the outcomes of the investigation, this paper offers recommendations for designing blended learning courses that incorporate both online and offline elements.

An examination of the function of live transcripts within online synchronous academic English classes was undertaken, with a focus on the effects of automatically produced transcripts on the learning achievements of learners of varying proficiency levels and on their evaluations of these transcripts. A 22 factorial design was implemented in the study, with learner proficiency (high or low) and the presence (or absence) of live transcription as the two key factors. Four synchronous Zoom classes, each instructed by the same teacher, hosted a cohort of 129 second-year Japanese university students taking an academic English reading course. This study employed student grades and in-class participation in activities to measure learning outcomes as detailed in the course syllabus. To investigate participant perceptions of live transcripts, a questionnaire comprising nine Likert-scale questions and a comment box was administered, focusing on perceived usefulness, ease of use, and reliance. Although prior research indicated the efficacy of captioned audiovisual learning materials in facilitating second language acquisition, our study found that live transcripts, a distinct form of captioning, did not elevate student grades at any proficiency level.