Educational Ideal for the New Wave of Textbooks

2015 ◽  
pp. 110-131
Keyword(s):  
Knowledge Worker ◽  
Future Research ◽  
Educational Outcome ◽  
New Wave ◽  
Self Regulated Learning ◽  
Digital Textbooks ◽  
Future Research Directions ◽  
Primary Focus ◽  
Teaching Learning ◽  
Educational Ideal

In this chapter, postmodernism features of the educational ideal (professionalism, planetary thinking and cultural pluralism) have been analysed. The general educational outcome is that the new ideal is automatically assured with a new wave of textbooks. Self-regulated learning is the primary focus of this research. It is argued that new textbooks provide more opportunities for teaching, learning and assessment. Even if the teacher is an adviser, administrator, agent provocateur, coach, moderator, observer, and the learner(s) is a knowledge worker, the new digital textbooks are not only the source of content, but also effective tools for learning. For guaranteed learning outcomes, digital textbooks should be designed according to the MetaSystem Learning Design approach. Having established this theoretical framework, the author discusses how to deal with seven laws of globalized pedagogic process. The purpose of the chapter is to elucidate the significance of new educational ideal for the new wave of digital textbooks. Conclusions and future research directions are provided at the end.

Cross-Principles in Digital Textbook Use and Development

2015 ◽  
pp. 132-153 ◽  
Keyword(s):  
Knowledge Management ◽  
Self Regulation ◽  
Future Research ◽  
Theoretical Understanding ◽  
Research Directions ◽  
Disciplinary Boundaries ◽  
Digital Textbook ◽  
Textbook Use ◽  
Digital Textbooks ◽  
Future Research Directions

Recent research on digital textbook use and development suggests that principles may reflect the cross-disciplinary boundaries. There are multiple examples that evidence this idea. Therefore, the purpose of this chapter is to enrich the theoretical understanding of design and to broaden the empirical research base by adopting a cross-disciplinary focus. The chapter explores the fundamental principles of digital textbooks and describes the power of cross-principles through a new metasystems method, which allows one to synthesize a functional framework consisting from self-regulation, personalization, feedback diversity, clarity, dynamicity and flexibility and ergonomic environments. These principles are assembled from general norms derived from principles of philosophy, pedagogy, psychology, cybernetics, and knowledge management. The use of cross-principles in the learning design of digital textbooks is a relatively new phenomenon, but with great potential to achieve the guaranteed learning outcomes. Conclusions and future research directions are provided at the end.

Inclusive Host Language Teaching

2022 ◽  
pp. 183-210
Author(s):  
Raquel Amaro ◽  
Susana Correia ◽  
Matilde Gonçalves ◽  
Chiara Barbero ◽  
Miguel Magalhães
Keyword(s):  
Machine Learning ◽  
Language Teaching ◽  
Future Research ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Research Directions ◽  
Reliable Assessment ◽  
Future Research Directions ◽  
Teaching Learning ◽  
Institutional Texts

This chapter presents research on the teaching-learning of Portuguese as a host language, based on the exploration of authentic informational and institutional texts targeting migrant and refugee people, and considering that successful host language teaching must correspond to the needs of its target audience. The chapter discusses methods of defining and identifying criteria and features to monitor official texts with regard to inclusiveness and bias. It provides insights on how to select real texts to be used in task-based language teaching approaches for inclusive host language teaching. Departing from a real corpus analysis, the potential and the limitations of existing guidelines to inclusiveness for the assessment of real texts are shown, as well as other still neglected issues. Furthermore, this chapter provides future research directions to an effective and reliable assessment of inclusive texts that can serve as inclusive host language teaching materials through NLP and machine learning approaches.

Evolution of Malware in the Digital Transformation Age

2021 ◽  
pp. 244-266
Author(s):  
Shahid Alam
Keyword(s):  
Leading Edge ◽  
Digital Transformation ◽  
Future Research ◽  
Malware Analysis ◽  
New Wave ◽  
New Techniques ◽  
Research Directions ◽  
Detection Techniques ◽  
Future Research Directions ◽  
Native Code

As corporations are stepping into the new digital transformation age and adopting leading-edge technologies such as cloud, mobile, and big data, it becomes crucial for them to contemplate the risks and rewards of this adoption. At the same time, the new wave of malware attacks is posing a severe impediment in implementing these technologies. This chapter discusses some of the complications, challenges, and issues plaguing current malware analysis and detection techniques. Some of the key challenges discussed are automation, native code, obfuscations, morphing, and anti-reverse engineering. Solutions and recommendations are provided to solve some of these challenges. To stimulate further research in this thriving area, the authors highlight some promising future research directions. The authors believe that this chapter provides an auspicious basis for future researchers who intend to know more about the evolution of malware and will act as a motivation for enhancing the current and developing the new techniques for malware analysis and detection.

scholarly journals Distance learning of foreign languages

2006 ◽  
Vol 39 (4) ◽  
pp. 247-264 ◽  
Author(s):  
Cynthia White
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Future Research ◽  
Research Directions ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Future Research Directions ◽  
Teaching Learning ◽  
The Way

This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching.

scholarly journals Intelligent Model-Based Feedback

2012 ◽  
pp. 88-100 ◽  
Author(s):  
Dirk Ifenthaler
Keyword(s):  
Theoretical Background ◽  
Future Research ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Model Based ◽  
Timely Feedback ◽  
Graphical Feedback ◽  
Future Research Directions ◽  
Automated Knowledge ◽  
Intelligent Model

Automated knowledge assessment methodologies provide the technological background for producing instant feedback at all times during the learning process. It is expected that the availability of such individual, dynamic, and timely feedback supports the learner’s self-regulated learning. This chapter provides the theoretical background for an intelligent feedback approach and introduces two automated model-based feedback tools: TASA (Text-Guided Automated Self Assessment) and iGRAF (Instant Graphical Feedback). The chapter concludes with a discussion of the two feedback approaches and future research directions.

Knowledge Worker Faire Compensation

2012 ◽  
pp. 1068-1084
Author(s):  
Gonçalo Costa
Keyword(s):  
Human Resources ◽  
Knowledge Workers ◽  
Empirical Studies ◽  
Knowledge Worker ◽  
Future Research ◽  
Main Stream ◽  
Personal Mastery ◽  
Key Characteristics ◽  
Future Research Directions ◽  
Research Questions

One of the key characteristics in knowledge management is the importance of human resources. Therefore, main stream literature has been discussing the concept of knowledge worker, its characteristics, and duties versus rights, and human resources policies in its dissimilar perspectives (knowledge workers retention, personal mastery, intellectual property rights, among others). Although, empirical studies seem to disregard if knowledge workers feel that are well compensated, or what dimensions entail faire compensation. Hence, this chapter aims to recognize knowledge workers feeling about faire compensation, and what elements are essential to achieve it through a conceptual framework. For that, the chapter is divided into six sections: the research questions; knowledge worker (key characteristics and responsibilities versus rights); fairness (etymology and the contribution of Rawls); linking the theoretical basis; empirical results (methodological remarks, findings and discussion); future research directions (the surrealist assumption, Dali surrealism and the metaphorical assumption).

Good Practices to Substantiate Digital Learning with Textbooks

2015 ◽  
pp. 1-20
Keyword(s):  
Future Research ◽  
Digital Learning ◽  
Computer Aided Instruction ◽  
Conceptual Tool ◽  
Good Practices ◽  
Teacher Student ◽  
Didactic Triangle ◽  
Digital Textbooks ◽  
Post Modernism ◽  
Teaching Learning

At the core of any learning process is a didactic triangle with three basic components: teacher, student and didactics. Globalization places the didactic triangle in an open learning environment. The “open” didactic triangle can be considered a conceptual tool for designing new learning models, including those for digital textbooks' use and development. These textbooks are more than digitalized versions of printed textbooks. Connected to the Internet/Intranet and with advanced technologies, digital textbooks offer more freedom for teaching, learning and assessment as well as connectivity, adaptivity, flexibility and interactivity. Moreover, digital textbooks have well-established psycho-pedagogical foundations. The post-modernism philosophy indicates at keeping good practices, namely visual instruction, audiovisual instruction, programmed instruction and computer aided instruction (assessment). This chapter emphasizes the effectiveness of good practices and concludes with a call for the future research of the best solutions in the area of digital textbooks use and development.

Innovation, Entrepreneurship, and Sustainability for ICT Students Towards the Post-COVID-19 Era

2021 ◽  
pp. 110-131
Author(s):  
James K. Ngugi ◽  
Leila Goosen
Keyword(s):  
Structural Equation ◽  
Course Design ◽  
Equation Model ◽  
Future Research ◽  
Self Regulated Learning ◽  
Knowledge Sharing Behavior ◽  
Information And Communication ◽  
Future Research Directions ◽  
Design Characteristics ◽  
Sharing Behavior

The purpose of the study reported on in this chapter was to develop a structural equation model (SEM) of the drivers of innovation for information and communication technology (ICT) students. Against a background of research on entrepreneurship and sustainability towards the post-COVID-19 era, factors had previously been identified, which promoted innovation among employees. A literature review, however, also revealed issues, controversies, problems, and challenges related to the effects of knowledge sharing behavior (KSB), self-regulated learning (SRL), and course design characteristics (CDCs) on developing innovative behavior (IB) among ICT students at universities. Solutions and recommendations are provided for managers involved at universities on leveraging attributes of KSB, SRL and CDCs to sustainably trigger innovation and entrepreneurship among ICT students towards the post-COVID-19 era. Future research directions are also considered. In conclusion, a discussion of the overall coverage of the chapter and concluding remarks are provided.

Assessment through Achievement Systems

2011 ◽  
Vol 1 (3) ◽  
pp. 16-29 ◽  
Author(s):  
Monica Evans ◽  
Erin Jennings ◽  
Michael Andreen
Keyword(s):  
Problem Solving ◽  
Educational Games ◽  
Learning Assessment ◽  
Future Research ◽  
Additional Measure ◽  
Research Directions ◽  
Good Design ◽  
Learning Content ◽  
Future Research Directions ◽  
Teaching Learning

Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.

scholarly journals Differences in procrastination and motivation between undergraduate and graduate students

2012 ◽  
pp. 39-64
Author(s):  
Li Cao
Keyword(s):  
Graduate Students ◽  
Goal Orientations ◽  
Future Research ◽  
Academic Procrastination ◽  
Achievement Goal Orientations ◽  
Older Students ◽  
Research Directions ◽  
Self Regulated Learning ◽  
Grade Levels ◽  
Future Research Directions

Procrastination became increasingly prevalent among students in recent years. However, little research was found that directly compares academic procrastination across different academic grade levels. The present study used a self-regulated learning perspective to compare procrastination types and associated motivation between undergraduate and graduate students. Sixty-six undergraduate and sixty-eight graduate students responded to a packet of questionnaires concerning their experience in an educational psychology class. The results show that students’ beliefs about the usefulness of procrastination were a better predictor of academic procrastination than self-efficacy beliefs and achievement goal orientations. Student age was related to procrastination types. Among the undergraduate procrastinators, the younger students were more likely to engage in active procrastination while the older students tended to engage in passive procrastination. Implications and future research directions are discussed.

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