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Article
Publication date: 28 March 2023

Yupeng Lin and Zhonggen Yu

The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely…

1568

Abstract

Purpose

The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots.

Design/methodology/approach

This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering.

Findings

Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education.

Research limitations/implications

The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective.

Originality/value

This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.

Open Access
Article
Publication date: 22 February 2024

Carmen Jane Vallis, Huyen Thi Nguyen and Adrian Norman

Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design…

Abstract

Purpose

Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.

Design/methodology/approach

12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.

Findings

Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.

Practical implications

The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.

Originality/value

Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

Article
Publication date: 8 August 2023

Aikaterini Balasi, George Iordanidis and Eleni Tsakiridou

To improve school organisational performance and innovativeness, and meet diverse student needs, school leaders should be innovative, risk-takers and proactive, thus applying…

Abstract

Purpose

To improve school organisational performance and innovativeness, and meet diverse student needs, school leaders should be innovative, risk-takers and proactive, thus applying entrepreneurial practices/strategies and market mechanisms. This study aims to investigate, from a schoolteacher's perspective, the degree of entrepreneurial leadership behaviour (ELB) applied by school principals in European primary schools. Given that school autonomy is perceived as an important predictor of leaders' entrepreneurship, this study investigates the impact of educational macro (autonomy and accountability) and micro (demographics) contexts on ELB by comparing centralised and decentralised European school systems with the highly centralised Greek school system.

Design/methodology/approach

This comparative study was conducted in Greece (630 participants) and in 14 European countries (972 participants). Thornberry's Entrepreneurial Leadership Questionnaire was used, comprising general entrepreneurial leader (GEL), miner (MIN), accelerator (ACC), explorer (EXP) and integrator (INT) behaviours.

Findings

The results revealed that ELB is a multi-dimensional concept, and that all participating teachers perceived ELB application moderately, with more focus on the internal (than external) school environment. Furthermore, the dual-directional macro-contextual influence found in applying ELB indicates that high school autonomy and accountability activate ELB owing to the school's freedom to engage in entrepreneurial ventures, while low autonomy/accountability still activates ELB, but only for organisational survival within hierarchical-bureaucratic school environments. This feature differentiates “intrapreneur/intrepreneur” from “entrepreneur” school principals.

Originality/value

The theoretical basis of entrepreneurial leadership (EL) in education should include entrepreneurial multi-dimensional leadership aspects (competencies, behaviours, skills) and educational context (macro and micro). Implications for school leadership research and practice are also discussed.

Details

International Journal of Educational Management, vol. 37 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 23 August 2021

Waheed Hammad and Aisha Salim Ali Al-Harthi

In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design effective…

Abstract

In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design effective leadership preparation programmes, many educational leadership preparation providers around the world have borrowed international standards and frameworks in order to guide their programmes and assure their quality. This trend has been on the rise as a response to globalisation pressures and a growing interest in acquiring international recognition through accreditation agencies. However, this raises important questions about the potential repercussion of using foreign, mainly Western, frameworks to develop or assess national leadership preparation provision. Evidence from relevant literature indicates that these frameworks, when applied to local contexts, need to take contextual factors into account. In this chapter, we engage with existing literature in relation to leadership preparation, internationalisation and professional standards to reflect on our experience of using international standards to develop the Masters in Educational Administration programme offered by Sultan Qaboos University (SQU) in Oman. We hope to contribute to existing internationalisation literature by providing a different perspective on educational administration and leadership preparation from a non-Western tradition, thereby expanding the understanding of meaningful leadership preparation in general.

Details

Internationalisation of Educational Administration and Leadership Curriculum
Type: Book
ISBN: 978-1-83909-865-9

Keywords

Article
Publication date: 6 July 2015

Ángel Fidalgo-Blanco, María Luisa Sein-Echaluce and Francisco García-Peñalvo

The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and…

1212

Abstract

Purpose

The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and combination in the field of educational innovation, in such a way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. To achieve this, the knowledge spirals of Nonaka are integrated. The epistemological spiral is used to obtain the ontologies that feed the ontological spiral.

Design/methodology/approach

More than 600 university teachers participated in the research and the development of the management system, in which more than 400 educational innovation experiences and 1,100 authors have been included.

Findings

The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. The result is a double spiral that allows the contribution of a conceptual model and the development of an innovative tool that enables and automates the effective management of knowledge in educational innovation.

Practical implications

A repository about educational innovation best practices and experiences is available.

Social implications

The presented model for the sustainability and evolution for an educational innovation best practices repositories has a huge impact for education innovation recognition in the professional development of university teachers. On the other hand, it is way of sharing best practices of educational innovation all over the world.

Originality/value

The major contribution of this research work is based on the way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. The classification schema and the proposed indicators are based on the elicitation of more than 600 experts and the study of a corpus of more than 400 educational innovation experiences that involve 1,100 university teachers approximately.

Article
Publication date: 1 December 1996

Philip Hallinger and Kenneth Leithwood

Outlines the rationale for exploring the role of culture in the practice of educational administration. Examines how culture fits into a broad theoretical framework for studying…

5378

Abstract

Outlines the rationale for exploring the role of culture in the practice of educational administration. Examines how culture fits into a broad theoretical framework for studying administrative behaviour in education. In doing so, distinguishes between the use of the societal culture construct as an exogenous and an endogenous variable. Argues that there is much conceptual leverage to be gained from employing culture as a variable in such a theoretical framework. Suggests a revisiting of the framework for studying educational administration developed by Getzels et al. almost 30 years ago. Finally, looks at the transmission of a knowledge base through training. Explores the implications that a cultural perspective has on the interpretation and use of knowledge as well as on its communication through preparation programmes. Contends that the cultural lens illuminates the limitations of the current knowledge base and supports the importance of this line of research in the future.

Details

Journal of Educational Administration, vol. 34 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 7 December 2009

Pamela R. Hallam, Julie M. Hite, Steven J. Hite and Christopher B. Mugimu

The development and role of trust in school performance has been built primarily on educational research in the United States. The problem is that the resulting theory of trust…

Abstract

The development and role of trust in school performance has been built primarily on educational research in the United States. The problem is that the resulting theory of trust may not accurately reflect the development and role of trust in schools in other global contexts. Researchers broadly agree that the implications of trust dynamics filter into every segment of the school's organization. However, trust is often either oversimplified or made to seem overly complex, whereas reality is likely somewhere in the middle and depends largely on specific national and regional circumstances. The resulting problem for school administrators globally is a lack of role clarity regarding their leadership responsibilities related to trust and school performance.

Details

Educational Leadership: Global Contexts and International Comparisons
Type: Book
ISBN: 978-1-84950-645-8

Book part
Publication date: 17 December 2016

Lionel C. Howard and Arshad I. Ali

In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of…

Abstract

In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of critical and educational ethnography, which inform the methodology, followed by a discussion of the essential elements and pedagogical objectives that undergird and operationalize the methodology. The essential elements include articulating a critical context, defining and understanding culture, establishing relationships and embeddedness, and multiple ways of knowing. Rather than articulate a curriculum and content for teaching (critical) educational ethnography, pedagogical objectives are provided to support the development of novice researchers (i.e., doctoral students, researchers-in-training).

Details

New Directions in Educational Ethnography
Type: Book
ISBN: 978-1-78441-623-2

Keywords

Book part
Publication date: 20 April 2022

Alice Spada

The present work aims to investigate social competences as part of the broad discourse on social and emotional skills, abilities and competences (SESACs). The objective is to…

Abstract

The present work aims to investigate social competences as part of the broad discourse on social and emotional skills, abilities and competences (SESACs). The objective is to nourish the body of literature on the different standardisation processes of educational practices with specific emphasis on the motives which govern standardisation of SESACs. With the intention to empirically explore these themes, data from a research on social competences as conceived by Italian middle school teachers are presented. In order to understand the practices of meaning negotiation in a scenario of normative indeterminacy, teachers' conceptions of social competences are presented and analysed. Results suggest a great conceptual variation about what social competences are. The work addresses a reflection on the role of SESAC in educational contexts in the attempt to give content and educational significance to this potentially fruitful educational tool.

Details

Educational Standardisation in a Complex World
Type: Book
ISBN: 978-1-80071-590-5

Keywords

Book part
Publication date: 17 July 2006

Jason Beech

I suggest in this section that throughout their formation processes, Argentine and Brazilian educational systems have been subject to similar influences. However, it will also be…

Abstract

I suggest in this section that throughout their formation processes, Argentine and Brazilian educational systems have been subject to similar influences. However, it will also be suggested that these influences have been interpreted differently, resulting in particular patterns in each of these systems, since “Educational ideas do not just migrate; in speaking to different cultural histories and conditions they also change” (Alexander, 2000). Thus, in this section Argentine and Brazilian systems of education will be analyzed as contexts of reception and adaptation of two major international influences: Positivism and The New Education Movement.

Details

The Impact of Comparative Education Research on Institutional Theory
Type: Book
ISBN: 978-0-76231-308-2

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