This book brings together global scholars to examine critical developments in education, from the integration of artificial intelligence (AI) in various educational contexts to the evolving relationship between on-campus, remote, and hybrid learning and the rise of digitally native learners. As educational paradigms shift rapidly in response to globalization, digitization, and technological advances, this book provides a timely exploration of the future of higher education.
Organized into three sections, the book delves into:
- Generative AI in Higher Education—Unpacking the transformative potential and challenges of AI tools in teaching and learning.
- Remote, Virtual, and Hybrid Teaching in Higher Education—Exploring innovative teaching modalities that redefine classroom boundaries.
- Educational Research and Emerging Pedagogical Trends in Higher Education—Highlighting cutting-edge research that addresses the evolving demands of modern learners.
For educators, researchers, and EdTech professionals, this yearbook serves as an essential resource to stay ahead in the ever-evolving landscape of technology-enhanced learning.
1.Exploring The Implementation and Challenges of The GPT Language Model
in STEM Higher Education: A Systematic Literature Review.- 2.Early Findings
from Pilots in AI-Driven Education: Effects of AI-Generated Courses and
Videos on Learning and Teaching.- 3.Adapting to Artificial
Intelligence-Related Specializations in Higher Education: Evidence from
Azerbaijan.- 4.JavaTutorBot: An Interactive Learning Chatbot with Generative
AI for Programming.- 5.Generative AI, a New Model for Knowledge Memorization.
The Specific Case of the International Telematic University UNINETTUNO.-
6.Text Mining Analytics to Facilitate University Students with Hybrid
Learning Model.- 7.Implementation Of A Templated-Based Natural Language (NLG)
Tool For The Creation of Educational Assignments In Higher Education.-
8.Towards an Optimized Adaptive Learning Model: A Comparative Study of ACO
and PSO for Generating Optimal Learning Paths in MOOCs.- 9.Breaking the MOOC
Barrier- A Blooms Taxonomy Driven Approach to Enhance Feedback Analysis with
Few-Shot Learning and LLMs to Optimize Course Design.- 10.Understanding
students self-assessment: How does it matter to their blended learning?.-
11.Redesigning a Project-Based Learning Course for Successful Hybrid Online
Delivery.- 12.Pedagogical Infrastructures of MOOC Design for Employees
Training in Leading Organizations.- 13.Can The Game-Based Exam Come?
Knowledge Assessment in the Virtual Environment.- 14.Virtual Environments:
Features of CoSpaces Edu Involvement.- 15.A Remote Workshop on IoT-Based
Monitoring of Robotic Production Systems.- 16.How to Use the Three faces of
Chemical Knowledge Experiences, Models, and Visualizations in Creating
Educational Animations.- 17.Enhancing Science Education Through Remote
Laboratories: Concrete Tasks And Applications.- 18.Methodological Strategy by
Competencies in the First Semester of the Systems and Electronics Engineering
Program.- 19.Modelling Attitudes toward Application of Statistics among
Students.- 20.Using a Learning Analytics Model to Predict At-Risk Students in
an Introductory Software Programming Course.- 21.Analysis of the ERA-RSI
Nomophobia Scale for Mexican Undergraduate Students.- 22.Influence of
Entrepreneurial Education on Students' Entrepreneurial Intent: Mediating
Roles of Entrepreneurial Self-Efficacy and Mindset.- 23.Education in the
Technological Age - The Conflux of Technology, Education, and Science.-
24.Empowering Education: How the Smart Education Concept Improves English
Learning and Bridges Urban-Rural Gaps - A Case Study in College A.-
25.Exploring Knowledge Acquisition Dynamics in Small Student Groups: A Case
Study.- 26.Development of Higher Order Thinking Learning Module based on
Scaffolding and Guided Discovery Approaches.- 27.Implementation Of
Interdisciplinary Relations Of The Educational Process In Teaching PLC
Programming.
Prof. Dr. h.c.(mult.) Michael E. Auer was Vice-Rector and Professor of Electrical Engineering at Carinthia University of Applied Sciences Villach, Austria, until the end of 2020. His scientific work is focused on technology-enhanced learning and remote working environments, especially in engineering. He is Author or Co-Author of more than 250 publications and Leading Member of numerous national and international organizations in the field of online technologies.
Michael Auer is Founding-President and CEO of the "International Association of Online Engineering" (IAOE) since 2006, a non-governmental organization that promotes the vision of new engineering working environments worldwide. He is Founder and Chair of the annual international EDUCON, ICL, and STE conferences and Chair or Member of the program committees of several international conferences and workshops.
After his academic career, Michael Auer has founded his own company, 'CTI Global', which focuses on the support and promotion of educators.
Dr. May is Professor of Technical Education and Engineering Education Research at the School of Mechanical Engineering and Safety Engineering at the University of Wuppertal. As part of his research activities, he explores the most effective methods of conveying technical and engineering concepts to enhance students' understanding, skills, and competencies. His work contributes to the establishment of an evidence-based foundation aimed at fostering continuous transformation and innovation in the fields of technical and engineering education. Dr. May serves as President of the International Association of Online Engineering (IAOE), a non-profit organization dedicated to the global advancement, dissemination, and practical application of online engineering technologies. He also holds the role of Editor-in-Chief for the International Journal of Emerging Technologies in Learning (iJET). He has also organized several international conferences, and he is General Chair for the annual International Conference on Smart Technologies & Education (STE).
