Smart Learning Environment (SLE) in the Fourth Industrial Revolution (IR 4.0)

This paper is attempted to examine the explanatory approach in dealing with SLE by advancing online learning sources. The systematic approach of searching for the relevant articles on SLE in IR 4.0 has been widely identified through two electronic databases, Scopus and Web of Sciences. Through adopting such digitally systematic search program, identification was made on the various elements in terms of online learning resources (OLR). This attempts to propose the SLE framework model with an innovative approach in enhancing the learning through incorporating IR 4.0 platform to utilize the variety of information sources together with knowledge attribution in the higher education (HE). The contribution provides theoretical framework with the guideline of well-adapted performance in the educational activities as the new normal trend. In achieving this attainment, the readiness of both instruction facilities and accessibility procedure is significantly the main basis in ensuring the process flow in enlarging the digital learning.

Evolving Access to Educational Materials

The purpose of this paper is to interrogate the ways in which the selection of educational materials results in implications that impact access to these materials. This is necessary considering the evolving nature of educational materials offered by traditional publishers, and the increase in the availability of online learning materials, among those, open educational resources. I begin by reviewing the existing literature on emerging problems and barriers to learners’ access to educational materials including textbooks, online learning resources, and open educational resources. The findings from the literature review confirm that learners are now engaging with an increasingly complex ecosystem of educational materials, both print and digital, in a multitude of differing forms and formats, with various terms of use and durations of sustained access. Educators have a variety of choices to make when considering the educational materials to be used in their courses, and while fitness for purpose still dominates as the most important selection criterion, ease and persistence of access are becoming important considerations. A model which encapsulates the findings considering the variety of educational materials is presented alongside a discussion about the specific considerations for each.

Personalized Online Learning Resource Recommendation Based on Artificial Intelligence and Educational Psychology

The objective of the study is to explore an effective way for providing students with the appropriate learning resources in the remote education scenario. Artificial intelligence (AI) technology and educational psychology theory are applied for designing a personalized online learning resource recommendation scheme to improve students' learning outcomes. First, according to educational psychology, students' learning ability can be obtained by analyzing their learning behaviors. Their identities can be classified into three main groups. Then, features of learning resources such as difficulty degree are extracted, and a LinUCB-based learning resource recommendation algorithm is proposed. In this algorithm, a personalized exploration coefficient is carefully constructed according to student's ability and attention scores. It can adaptively adjust the ratio of exploration and exploitation during recommendation. Finally, experiments are conducted for evaluating the superior performance of the proposed scheme. The experimental results show that the proposed recommendation scheme can find appropriate learning resources which will match the student's ability and satisfy the student's personalized demands. Meanwhile, by comparing with existing state-of-the-art recommendation schemes, the proposed scheme can achieve accurate recommendations, so as to provide students with the most suitable online learning resources and reduce the risk brought by exploration. Therefore, the proposed scheme can not only control the difficulty degree of learning resources within the student's ability but also encourage their potential by providing suitable learning resources.

The staff–student co-design of an online resource for pre-arrival arts and humanities students

Successful induction has been evidenced to strengthen students’ learning, engagement and feelings of belonging. Technology offers opportunities for enhancing the student induction experience, especially pre-arrival, but has been under-utilised. This article provides an evaluation of an online induction learning resource for pre-arrival students in the Faculty of Arts at the University of Warwick in 2019. There will be particular focus on the method of co-designing the resource with a group of current students. The article will demonstrate how online learning resources for pre-arrival students can support successful induction. It argues that co-designing digital student experience resources in collaboration with students aids the development of materials that students find engaging and that co-design has a range of benefits for staff and students who are involved in the process.

Global Skills After COVID-19

COVID-19 has profoundly reshaped our world. The disruption to lives and livelihoods has been staggering. The economic devastation has thrown many industries into survival mode. As we begin to revive jobs and economies, it will be important to understand the impact of the crisis on the skills landscape. Universities among the ones adapting to the crisis. Equal access to education and skills is one of them. COVID-19 has further exposed many inequalities with respect to education and employability .Online learning has proven effective in delivering on that promise, now more than ever. From March to July of this year, more than 15 million new learners registered on different courses. School closures have disrupted higher education for millions of students in countries already in need of more accessible learning. Eighty percent of students enrolled in tertiary education are located in countries that have both closed schools due to COVID-19 and are in the bottom half of the world rankings for proficiency in business, technology, and data science skills. To help overcome deepening skill inequities, institutions must work together to democratize access to quality online learning resources and ensure we are all prepared for the rapidly changing economy.

EFL Teachers' Evaluation on “Skillful-Teaching Writing and Reading 02”

In case that many reforms in learning and teaching English in Vietnam were implemented, exploring the effectiveness of different coursebooks was raised to be a sufficient need. This research is more qualitative than quantitative in its nature, aiming to investigate EFL teachers’ evaluation of the coursebook Skillful – Reading & Writing 02 in a specific educational institution in the Mekong Delta. Thirteen teacher participants using the books were invited to participate in this study. Quantitative and qualitative data were collected by using two instruments, questionnaires and semi-interviews. The study provided a new checklist for evaluating materials in teaching and learning reading and writing. The findings showed that (1) the merits of the coursebook Skillful – Reading & Writing 02: e.g. colorful illustrations, numerous online learning resources accompanying online accounts, suggestive topics, updated contents, and impressive study skills component; and (2) demerits of the book in terms of writing section which does not match the general objectives of the program. Likewise, (3) the cons are regarding quite small font size and long listening activities of the coursebook. Additionally, some implications were suggested in this study to enhance the effectiveness of using sufficient materials for higher educational institutions.

Using Formative Assessment in a Blended EFL Listening Course

This paper explores how a formative assessment-based blended English-as-a-foreign-language (EFL) listening course affects students' perceptions of their listening performance and what difficulties they may encounter during the course. The study was carried out at the Hue University of Foreign Languages in Vietnam. Sixty students majoring in English took part in this study. A 5-point Likert-scale questionnaire and semi-structured interviews were used to collect the data. The results show that the students positively perceived the use of online formative assessment in blended language classrooms. The findings suggest that the online learning platform supported learners in experiencing rich online learning resources, actively engaging a flexible, personalised learning environment and effectively practicing their listening skills. Regarding difficulties, the lack of technical skills, and anxiety related to social communication strategies were perceived as common challenges that limit learner engagement in the peer-feedback activity and in the collaborative learning community.

Focused Acute Medicine Ultrasound (FAMUS): uptake, completion and barriers to accreditation after two years

The Society for Acute Medicine launched their ultrasound accreditation in September 2016, involving a practical course alongside completion of scanning competencies. Candidates require a registered supervisor to oversee their training. We present here the results of a survey of attendees of practical courses approximately 2 years after launch. The majority of respondents were Consultants or trainees within AIM. Fourteen of 76 (18.4%) respondents had completed the whole accreditation process, whilst 51 (67.1%) had not completed any of the three individual modules. The biggest barriers to accreditation were seen to be lack of supervisors, and lack of dedicated training time. There was good uptake of available online learning resources with good feedback. These results will be used to help develop the training pathway further and widen access to ultrasound training within the specialty and beyond.

Repositioning students as co-creators of curriculum for online learning resources

Amid increasing calls for universities to transition to online learning, there is a need to explore how platforms and technology can provide positive student experiences and support learning. In this paper, we discuss the implementation of an online peer learning and recommender platform in a large, multi-campus, first-year health subject (n = 2095). The Recommendation in Personalised Peer Learning Environments (RiPPLE) platform supports student’s co-creation of learning resources and allows for students to provide feedback and rate their peers’ submissions. Our results indicated that both student engagement and academic performance were positively impacted for users by the introduction of the RiPPLE platform, but that academic preparedness, in the form of students’ ATAR scores, strongly influenced their engagement and the benefits received. Implications for practice or policy: We explored if students were willing to co-create learning resources online. Our study piloted an online platform known as Recommendation in Personalised Peer Learning Environments (RiPPLE). Critical analysis provides insights into fostering online engagement and peer learning. We further offer recommendations for future practice on how to embed online student co-creation of curriculum.