Remote learning via video conferencing technologies: Implications for research and practice

Revolutionizing construction: A cutting-edge decision-making model for artificial intelligence implementation in sustainable building projects

This study examines how certain artificial intelligence (AI) drivers affect the industry's adoption of this technology in the construction industry. The research methods comprised a comprehensive analysis of previous studies to pinpoint the primary factors influencing AI adoption in the construction industry. Data collection was carried out through a well-structured survey involving relevant stakeholders in the building construction sector. The three main constructs of technological devices, advancement, and knowledge were found from the set of drivers with the technique of exploratory factor analysis. The deployment of AI in construction has the potential to improve health and safety and expedite project completion, as this research has evaluated. To figure out how these factors relate to the adoption of AI in the construction industry, partial least squares structural equation modeling was used. The study's conclusions showed that the influence of AI installation in the construction industry is reasonably significant thanks to the technology, advancement, and knowledge, contributing around 15 % of the effects that have been directly witnessed. The practical implications of AI for policy makers, engineers, and construction stakeholders are extensive and provide valuable insights for customized strategies aimed at using AI's potential to improve projects, promote sustainability, and elevate health and safety standards.

Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration?

Background

University students frequently prepare for exams or presentations in self-organized study groups. For this purpose, they often use videoconferencing software. During their collaboration, they need to regulate emerging problems to ensure effective learning. We suppose that regulation is facilitated when (1) the group perceives their regulation problems homogeneously, (2) they choose regulation strategies that have the potential to solve the problems immediately, and (3) they execute these strategies with sufficient intensity.

Aims

We investigated which problems occur during online collaborative learning via videoconferencing and how homogeneity of problem perceptions, immediacy of the chosen strategies, and intensity of strategy use are related to regulation success.

Sample

University students (N = 222) from two lectures in pre-service teacher education and educational sciences in 99 study groups.

Methods

Students collaborated in a self-organized manner, that is, without a teacher present, to study the material of one lecture using videoconferencing software. After the collaboration, group members rated, individually, the intensity of different problems during collaboration, reported which strategies they used to overcome their biggest problem, and rated the success of their problem regulation, their satisfaction with their collaboration, as well as their learning gain. In addition, they answered a knowledge test.

Results

We found that most students rated technical issues as their biggest problem. Multilevel modeling showed that homogeneous problem perception moderated by problem intensity-contrary to immediate and intensive strategy use-predicted successful problem regulation and satisfaction with the collaboration but not knowledge gain. Case analyses illustrate the assumed mechanism that a homogeneous problem perception facilitates socially shared regulation.

Conclusion

We conclude that even in only slightly structured learning contexts, students might only need to jointly identify their problems, whereas the best possible regulation of these problems seems less relevant. Therefore, training students to foster regulation competencies might prioritize identifying problems.

Interaction matters: Co-viewing facilitates learning from live video streaming for elementary students

With the development of information technology, co-viewing of live video streaming (LVS) has become a popular online learning method. However, existing studies have found inconsistent results regarding the effects of co-viewing, which could be due to the impact of learner-learner interactions. The present study tested the effects of co-viewing LVS on learning in elementary students, and whether learner-learner interaction moderated students' attention allocation, learning performance (i.e., retention and transfer), learning efficiency, and metacognition. The study used a one-way between-subjects design, with 86 participants assigned randomly to one of three groups: learning alone group, merely co-viewing group, or co-viewing with interaction group. Kruskal-Wallis H tests showed that students in the co-viewing with interaction group allocated more attention to their co-viewer and less to the LVS. However, ANOVA results indicated that they had the best learning performance and metacognition, and demonstrated the highest learning efficiency. Meanwhile, those co-viewing without interaction did not show significantly positive effects compared to those learning alone. The results of informal interviews were largely consistent with the above findings. The findings of the present study suggest the benefits of co-viewing with interaction, providing practical implications for the social context of learning from LVS for elementary students in particular.

Cameras Optional? Examining Student Camera Use from a Learner-Centered Perspective

In this paper, we offer a holistic look at undergraduate and graduate students' experiences with using cameras for synchronous online learning via Zoom. Analysis of the data using the American Psychological Association's learner-centered psychological principles revealed that social, cognitive, metacognitive, motivational, affective, and individual difference factors influenced student camera use and the level of influence of each of these factors varied from student to student, time to time, and space to space within a class. Findings suggest that there is a multifaceted, dynamic relationship between the student, video conferencing technology, and instructor's pedagogical actions that shapes camera use. Based on the findings, we offer suggestions for online synchronous course design, teaching, and research.

The development of new remote technologies in disaster medicine education: A scoping review

Background

Remote teaching and online learning have significantly changed the responsiveness and accessibility after the COVID-19 pandemic. Disaster medicine (DM) has recently gained prominence as a critical issue due to the high frequency of worldwide disasters, especially in 2021. The new artificial intelligence (AI)-enhanced technologies and concepts have recently progressed in DM education.

Objectives

The aim of this article is to familiarize the reader with the remote technologies that have been developed and used in DM education over the past 20 years.

Literature scoping reviews

Mobile edge computing (MEC), unmanned aerial vehicles (UAVs)/drones, deep learning (DL), and visual reality stimulation, e.g., head-mounted display (HMD), are selected as promising and inspiring designs in DM education.

Methods

We performed a comprehensive review of the literature on the remote technologies applied in DM pedagogy for medical, nursing, and social work, as well as other health discipline students, e.g., paramedics. Databases including PubMed (MEDLINE), ISI Web of Science (WOS), EBSCO (EBSCO Essentials), Embase (EMB), and Scopus were used. The sourced results were recorded in a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flowchart and followed in accordance with the PRISMA extension Scoping Review checklist. We included peer-reviewed articles, Epubs (electronic publications such as databases), and proceedings written in English. VOSviewer for related keywords extracted from review articles presented as a tabular summary to demonstrate their occurrence and connections among these DM education articles from 2000 to 2022.

Results

A total of 1,080 research articles on remote technologies in DM were initially reviewed. After exclusion, 64 articles were included in our review. Emergency remote teaching/learning education, remote learning, online learning/teaching, and blended learning are the most frequently used keywords. As new remote technologies used in emergencies become more advanced, DM pedagogy is facing more complex problems.

Discussions

Artificial intelligence-enhanced remote technologies promote learning incentives for medical undergraduate students or graduate professionals, but the efficacy of learning quality remains uncertain. More blended AI-modulating pedagogies in DM education could be increasingly important in the future. More sophisticated evaluation and assessment are needed to implement carefully considered designs for effective DM education.

Remote Learning in Higher Education: Evidence from Poland

The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and students. The main objective of this study is to evaluate remote learning in higher education from the students' point of view. The uniqueness of the present research approach lies in the identification of four dimensions (socio-emotional, developmental, time-financial, and negative attitude) of students' evaluation of remote learning in higher education. The survey was conducted on 999 students studying remotely, including 518 women and 481 men. Most of the students surveyed had been studying remotely for 1-2 years and were studying full-time for their first degree. The research tool consisted of 16 mixed survey questions. Six of them were related to sociodemographic factors (including those related to the respondents' education), and eight were related to their experiences with and opinions about remote education, respectively. The remaining two questions were used to collect respondents' evaluations of the degree of importance to them of various advantages and disadvantages of remote education. The research showed that among the advantages of remote learning for students, the most important are saving time, the possibility of studying at a university far from home (another city, another country), the possibility of combining work and study, and reduced commuting costs. On the other hand, the disadvantages of remote learning of greatest importance to students include the loss of social ties due to lack of contact with peers, feelings of fatigue resulting from excessive use of information and communication tools, and greater susceptibility to various forms of distraction. In addition, the shape of students' education was relevant to the different dimensions of their evaluation of remote learning in higher education. The social-emotional size of remote learning is more important for students who study remotely in a blended mode (compared to uniform). The developmental dimension is essential for students who participate in remote learning activities for longer during the day. In addition, a more extended period of remote learning promotes the greater importance of the time-financial dimension when evaluating remote knowledge.

The digital divide in online learning in China during the COVID-19 pandemic

In recent years, online learning in the education sector has increasingly become prominent. While many believe that online learning has the potential to reduce inequity, the debate on whether it bridges the gap or widens it continues to persist. This study examined equity issues in online learning in China during the COVID-19 pandemic. The study used data from the Online Learning Survey of High School Students in China to analyze the influencing factors of the first, second, and third-level digital divide. The study found that the digital divide existed in online learning during the pandemic. It was primarily presented as differences in equipment quantity and network quality, students' adaptability to online teaching, and their offline learning outcomes. These findings suggest that the development of online learning alone cannot eliminate achievement gaps. The promotion of education equity requires efforts from various stakeholders and interventions specifically targeting disadvantaged students.

Pre-service Teachers' Use of General Social Networking Sites Linked to Current Scenarios: Nature and Characteristics

Social networking sites form part of everyday life in classrooms at all educational levels. Within these, general social networking sites (GSNSs) offer pre-service teachers flexibility, versatility and the possibility of forming educational communities by connecting formal, non-formal and informal settings. This research analyses the nature, intensity, and type of pre-service teachers’ use of such for educational purposes in their initial training in order to detect the most important aspects for improvement. Possible factors shaping behaviour were gender, whether individuals belonged to universities operating online or in person, differences in the types of studies they were undertaking, and the time at which the questionnaire was administered, before or after the COVID-19 health crisis. To this end, we studied how much and with what aims these students use the most widely used GSNSs for educational purposes. To do so, we administered a questionnaire to a total of 812 students from 6 Spanish universities. The results show a preference for WhatsApp, YouTube, and Instagram. In addition, it was found that undergraduate students used them more intensively than postgraduate students. In the case of online universities, there was a greater need to cover affective and emotional aspects than in in-person universities. As in almost all areas, the situation caused by COVID-19 changed the way social networks were used. The findings also show that pre-service teachers consumed more information on social media than what they produced, which leads to a failure to fully exploit social capital and potential job or academic opportunities that could be generated through their own creations.

Case Study: Teaching with Industry (TWI) Using New Videoconferencing Technology and Innovative Classroom Setups

This paper describes a case study of a novel teaching method where the “Teaching with Industry” (TWI) model–industry practitioners incorporated as co-instructors in a semester-long classroom setting–is enhanced by using new videoconferencing technologies such as Zoom and Meeting Owl Pro, and innovative classroom setups. This enhanced model was developed with the intent to bridge the gap between information acquired in the classroom and the skills and competencies required in the industry. The different teaching platforms not only facilitated the teaching when industry practitioners were/are not able to be physically present in the classroom, but also led to efficient organization of the different activities carried out in class. Results obtained from end-course surveys showed that students had a positive experience using Zoom and Meeting Owl Pro welcoming the opportunity to engage with industry practitioners and gain better understanding of the practical usefulness of the course.