The module's satisfaction levels demonstrated a difference among courses and between different education levels, as revealed by the findings. The findings of this study, which provide insights into the different contexts of argumentative essay writing, also enhance the scalability of online peer feedback tools. Future educational methodologies and research initiatives are advised, in accordance with the research findings.

Teachers' digital competence is a crucial prerequisite for the successful integration of technology into education. Even though a range of digital tools has been created for the design of educational materials, adaptations and improvements concerning digital learning, pedagogical methods, and professional enrichment are still lacking. In this vein, the present study strives to develop a novel instrument to measure teachers' DC in regard to their pedagogical and professional activities in the domain of digital schools and digital education. A study of 845 primary and secondary school teachers in Greece investigates the total DC scores of teachers and contrasts teacher profiles. The instrument, comprised of 20 items, is structured into six components: 1) Teaching preparation; 2) Teaching delivery and student support; 3) Teaching evaluation and revision; 4) Professional development; 5) School development; and 6) Innovative education. The PLS-SEM analysis established the model's validity and reliability in terms of its factorial structure, internal consistency, convergent validity, and model fitness. The results showcased a concerning lack of DC efficiency amongst educators in Greece. Reports from primary school teachers illustrated significantly reduced marks for professional development, instructional approaches, and student support services. Female teachers' evaluations concerning innovative educational practices and school improvement strategies were markedly lower, but their scores in professional development were significantly greater. The paper analyzes the contributions made and their practical effects.

To successfully carry out any research project, finding relevant scientific articles is essential. In contrast, the copious amount of articles published and readily obtainable through digital databases (like Google Scholar and Semantic Scholar) can, paradoxically, make the identification of relevant material overly complicated and ultimately decrease a researcher's productivity. This paper advances a fresh method for recommending scientific articles, employing the technique of content-based filtering. The task at hand entails pinpointing information pertinent to the researcher's needs, no matter their particular research specialty. Utilizing latent factors, our recommendation technique employs a semantic exploration strategy. Our aspiration is to achieve an optimal topic model, that will provide a strong base for the recommendation system. Objective and relevant results stem from our experiences, confirming our performance expectations.

This study sought to group instructors by their patterns of implementing activities in online courses, investigate influencing factors behind cluster distinctions, and explore the impact of cluster membership on instructor satisfaction levels. Faculty at a university in the western US were assessed for their pedagogical beliefs, instructional activity application, and instructor satisfaction through the application of three instruments. Instructor groups were identified and their varying pedagogical beliefs, characteristics, and satisfaction were assessed using the latent class analysis method. Within the two-cluster solution, two orientations are present, namely content and learner-centric. The covariates under scrutiny revealed that constructivist pedagogical beliefs and gender were strongly correlated with cluster membership. The results pointed to a substantial discrepancy among the predicted clusters pertaining to the contentment of online instructors.

The objective of this research was to examine the viewpoints of eighth-grade students concerning digital game-based English language learning as a foreign language (EFL). Sixty-nine students, whose ages spanned the 12-14 year range, participated in the study. To assess students' vocabulary acquisition skills, a web 2.0 application, Quizziz, was utilized. Data triangulation, incorporating the outcomes of a quasi-experimental research and the metaphorical viewpoints of the learners, formed the basis of the study. Data collection software was used to record student reactions to the test results, which were documented every fortnight. A pre-test, a post-test, and a control group formed part of the study's design. The pre-test was administered to the experimental and control groups, marking the preliminary stage before the study began. Employing Quizziz, the experimental group practiced vocabulary, contrasting with the control group, who committed the words to memory in their mother language. The experimental group's post-test scores significantly diverged from the control group's results. Along with other methods, content analysis was employed for data examination, arranging metaphors and calculating their counts. The students, in general, voiced favorable opinions concerning digital game-based EFL, asserting its substantial success, owing to the motivating effects of in-game power-ups, inter-student competition, and prompt feedback.

The increasing adoption of digital platforms in schools, dispensing educational data in digital formats, has led to the significance of teacher data application and data literacy as subjects of significant educational research. A noteworthy problem stems from whether teachers apply digital datasets for pedagogical purposes, such as transforming their teaching strategies. We sought to understand teacher digital data use in Swiss upper secondary schools, conducting a survey among 1059 teachers to assess factors such as school technology. The descriptive analysis of Swiss upper-secondary teacher survey responses highlighted a notable gap between acknowledgment of data technology's value and its actual application in the classroom, with a considerable portion expressing little confidence in its effectiveness. Using multilevel modeling, a thorough examination showed that disparities among schools, teacher's positive views of digital technologies (will), their self-assessed data proficiency (skill), access to digital data tools (tool), and general factors like student use of digital devices in lessons, predicted teachers' application of digital data. Teacher characteristics, like age and years of experience, served as weak predictors of student outcomes. In light of these results, the provision of data technologies should be complemented by a concerted effort to improve teacher data literacy and its practical application in educational environments.

The originality of this study rests in establishing a conceptual model that anticipates the non-linear relationships between human-computer interaction elements and the ease of use and usefulness of collaborative web-based learning environments or e-learning. Ten models, categorized as logarithmic, inverse, quadratic, cubic, compound, power, S-curve, growth, exponential, and logistic, were scrutinized to ascertain which best represented effects compared with their corresponding linear counterparts.
Within this JSON schema, a list of sentences is presented, after being adjusted.
SEE values are observed. Concerning the posed inquiries, a survey of 103 Kadir Has University students was conducted to gauge their perceptions of the e-learning interface and its interactive features. The findings unequivocally demonstrate the accuracy of most hypotheses put forth for this project. The analysis demonstrates superior performance in describing correlations for cubic models, which relate ease of use to usefulness, visual design, course environment, learner-interface interactivity, course evaluation system, and ease of use.
Included with the online version are supplementary materials retrievable from 101007/s10639-023-11635-6.
The online version of the material includes extra resources, which are accessible at the web address 101007/s10639-023-11635-6.

This study analyzed the consequences of group member familiarity on computer-supported collaborative learning (CSCL) in a networked classroom setting, emphasizing the importance of prior acquaintance in collaborative learning. In addition, the study explored the variances between CSCL in online environments and collaborative learning in a physical setting. Structural equation modeling research showed that increased familiarity among group members was associated with an increase in teamwork satisfaction, ultimately resulting in greater student engagement and a perceived augmentation of knowledge construction. selleck compound While face-to-face collaborative learning displayed higher levels of group member familiarity, satisfaction with teamwork, learner engagement, and perceived knowledge construction, a multi-group analysis indicated that the mediating influence of teamwork satisfaction was more prominent in online learning environments. Biosafety protection The study findings illuminate ways for teachers to modify their collaborative learning experiences and diversify their teaching strategies.

The successful strategies and influential factors behind university faculty members' conduct during emergency remote teaching, necessitated by the COVID-19 pandemic, are investigated in this study. waning and boosting of immunity Through interviews with 12 carefully selected instructors, the data was gathered, who successfully prepared and launched their first online courses in spite of the challenges during the crisis period. The theoretical underpinnings of the positive deviance approach were used to analyze interview transcripts, thereby revealing exemplary coping mechanisms during crises. Analysis of the results showed that the participants, through their online teaching philosophy-driven decision-making, informed planning, and performance monitoring, exhibited three unique and effective behaviors, labeled 'positive deviance behaviors'.