1,720,956 research outputs found
Examining Motivation to Learn and 21st Century Skills in a Massive Open Online Course
No full textGuided by the social cognitive theory, the study aims to understand motivations and 21st century skills in the context of massive open online course (MOOC) in teacher education, and to examine the relationships between participants’ motivation, their 21st century skills, and their achievement level in the MOOC. The research included teacher education students (N =232), who completed a MOOC titled “Teaching-Thinking” which was delivered at Campus.gov.il platform. The study applied the mixed methods approach. The quantitative data was collected by pre- and post-questionnaires, as well as log data regarding learners’ performance. The qualitative data was based on interviews. Significant differences in learners’ motivation and their 21st century skills before and after the MOOC were indicated. Results also indicated a statistically significant positive relationship between achievement level and 21st century skills. This study contributes to the evaluation of the effectiveness of MOOC learning for education students based on their motivation to learn and the 21st century skills
Examining Lecturers’ Perceptions of the Use of Artificial Intelligence Technologies in Education
No full textهدفت هذه الدراسة إلى فحص تصوّرات المحاضرين في مؤسسات التعليم العالي في إسرائيل نحو استخدام تقنيات الذكاء الاصطناعي في التعليم، ومدى اعتمادهم عليها والأهداف المرجوّة من استخدامها. اتّبع البحث منهجًا مدمجًا، وتم جمع البيانات من خلال استبيان محوسب مع عيّنة بلغت (N= 98) 98 محاضرًا/ة.
أظهرت النتائج أن غالبية المحاضرين قد استخدموا أدوات الذكاء الاصطناعي، مع تفاوت في وتيرة ومستوى الاستخدام، حيث وُجد أن أكثر الأهداف شيوعًا لاستخدام ادوات الذكاء الاصطناعي هي الأهداف البحثيّة والتعليميّة. كما أظهرت نتائج تحليل معامل الارتباط وجود علاقة إيجابية قوية بين وتيرة الاستخدام ومستوى وعي المحاضرين بهذه التقنيات. أداة "ChatGPT" تصدرت كأكثر أداة استخدامًا بين المحاضرين. أما فيما يتعلق بتصورات المحاضرين وتقبّلهم لاستخدام الذكاء الاصطناعي بالتدريس بناءً على نموذج قبول التكنولوجيا (TAM)، فقد أظهرت النتائج توجّهًا إيجابيًا عامًا، مع معدّلات مرتفعة لاحترام الذات وسهولة الاستخدام والنيّة السلوكية، في حين كانت درجات القلق والتوتر متوسطة. تؤكّد الدراسة أهمية تبنّي استراتيجيات دعم مؤسّسي وتدريب مهني لتعزيز استخدام الذكاء الاصطناعي في التعليم العالي، مع ضرورة معالجة المخاوف الأخلاقية والتربوية لضمان دمج فعّال وآمن لهذه التقنيات في المستقبل الأكاديمي.This study examines higher education lecturers’ perceptions of using artificial intelligence (AI) technologies in education, their reliance on these technologies, and their intended goals. The study employed a mixed-methods approach, with data collected through an online questionnaire given to 98 lecturers in Israel. The findings show that most lecturers had used AI tools, with differences in how often and how much they had used them. The main reasons for using AI were related to research and education. Correlation analysis demonstrated a strong positive link between how often lecturers used AI and their awareness of these technologies. ChatGPT was identified as the most commonly used tool among lecturers.
Regarding lecturers’ perceptions and acceptance of AI use in teaching, based on the Technology Acceptance Model (TAM), the findings indicate a generally positive outlook, with high levels of self-efficacy, perceived ease of use, and behavioral intention. In contrast, levels of anxiety and stress were moderate. The study emphasizes the importance of implementing institutional support strategies and professional training to encourage AI integration in higher education, while also addressing ethical and pedagogical concerns to ensure an effective and safe use of these technologies in future academic environments
Factors Affecting Arab Teachers’ Use of Artificial Intelligence Technologies According to the Unified Theory of Acceptance and Use of Technology (UTAUT)
No full textيهدف هذا البحث إلى فحص تصورات المعلمين العرب تجاه استخدام تقنيات الذكاء الاصطناعي في التعليم. كما يهدف إلى تحليل العوامل المتنبئة بالنية السلوكية لاستخدام أدوات الذكاء الاصطناعي في التدريس وِفق النظرية الموحدة لقبول التكنولوجيا UTAUT. تشمل عينة البحث على (N=100) من المعلمين من المدارس الابتدائية، الإعدادية والثانوية في المجتمع العربي. يتبع البحث المنهج المدمج حيث تم جمع المعطيات الكيفية بواسطة أسئلة مفتوحة اما المعطيات الكمية فقد تم جمعها بواسطة استمارة محوسبة تشمل أسئلة مغلقة، تفحص تصوّرات المعلّمين تجاه استخدام أدوات الذكاء الاصطناعي في التعليم والتعلّم، كما تفحص نيّة المعلّمين تجاه استخدام أدوات الذكاء الاصطناعي والعوامل المؤثرة عليها، وهي تقيس 5 أبعاد وفق النظرية الموحدة لقبول التكنولوجيا (UTAUT) وهي: الأداء المتوقع، الجهد المتوقع، التأثير الاجتماعي، التسهيلات المتاحة والنية لاستخدام التقنيات الذكاء الاصطناعي. أشارت نتائج البحث إلى وجود تصورات إيجابية للمعلمين تجاه استخدام أدوات الذكاء الاصطناعي في التدريس بشكل عام. كما أشارت النتائج إلى أن هناك تأثير للأداء المتوقع والتسهيلات المتاحة على نية المعلمين العرب استخدام تقنيات الذكاء الاصطناعي وفق النظرية الموحدة لقبول التكنولوجيا UTAUT. من هنا، يمكن الاستنتاج بأن المعلمين العرب يرون بأهمية استخدام تقنيات الذكاء الاصطناعي في العملية التعليمية، وهم ينحون نحو التعمق في معرفة كيفية استخدام تطبيقاته ودمجها في العملية التعليمية على الرغم من الفرص والتحديات التي تعرقل ذلك الدمج من ناحية التسهيلات المتاحة والتي تتعلق بكفاءات المعلم نفسه، بمكان العمل وبالإمكانيات التي توفرها تقنيات الذكاء الاصطناعي للتدريس بما يتوافق واحتياجات المعلمين والطلاب العرب بناء على المناهج.This study explores Arab teachers’ perceptions of using artificial intelligence (AI) technologies in education. It seeks to analyze the factors predicting the behavioral intention to adopt AI tools in teaching, based on the Unified Theory of Acceptance and Use of Technology (UTAUT). The sample included 100 teachers from Arab elementary, middle, and high schools. The research uses a mixed-methods approach, collecting qualitative data through open-ended questions and quantitative data via an online questionnaire with closed-ended questions. The questionnaire assesses teachers’ perceptions of AI tools in education and learning, their intention to use AI, and the factors influencing these intentions. It measures five dimensions based on the UTAUT model: Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Behavioral Intention to Use AI Technologies. The findings suggest that teachers generally view the use of AI tools in teaching positively.
Additionally, the results reveal that Performance Expectancy and Facilitating Conditions significantly influence Arab teachers’ behavioral intentions to use AI, consistent with the UTAUT framework. The findings indicate that Arab teachers recognize the importance of AI in education and are interested in effectively using and integrating these technologies into their teaching practices. However, integrating AI tools presents opportunities and challenges, especially regarding the availability of facilitating conditions, teachers’ skills, school environments, and how well AI aligns with the curriculum and the needs of both teachers and students
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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