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The purpose of this study is to identify the main perspectives and trends in educational data mining (EDM) in the e-learning environment from a managerial perspective.

This paper proposes a systematic literature review to identify the main perspectives and trends in EDM in the e-learning environment from a managerial perspective. The study domain of this review is restricted by the educational concepts of e-learning and management. The search for bibliographic material considered articles published in journals and papers published in conferences from 1994 to 2023, totaling 30 years of research in EDM.

From this review, it was observed that managers have been concerned about the effectiveness of the platform used by students as it contains the entire learning process and all the interactions performed, which enable the generation of information. From the data collected on these platforms, there are improvements and inferences that can be made about the actions of educators and human tutors (or automatic tutoring systems), curricular optimization or changes related to course content, proposal of evaluation criteria and also increase the understanding of different learning styles.

This review was conducted from the perspective of the manager, who is responsible for the direction of an institution of higher education, to assist the administration in creating strategies for the use of data mining to improve the learning process. To the best of the authors’ knowledge, this review is original because other contributions do not focus on the manager.

This paper aims to shed light on how the composition of future blended learning (BL) courses can be changed to provide students with quality academic learning experiences. The model suggested in this study will guide instructors on how to design their course learning outcomes to ensure effective delivery.

The new model has been developed by combining Bloom's taxonomy and Carman's model. Later, a new framework entitled “PATHCO” based on an extensive literature review is applied to enhance the quality of all five components of Carman's model.

The PATHCO conceptual framework has been developed to ensure quality in the five main teaching and learning factors. This framework covers criteria like pedagogical, assessments, technical, health care and organizational. Further research is required to broaden the main elements of the suggested framework and to validate this research through a case study.

The COVID-19 pandemic has transformed the landscape of the education sector by encouraging an extensive acceptance of technology-enhanced learning and teaching. Blended learning (BL) has become the most appropriate medium to deliver online learning (OL). However, educators and students have reported dissatisfaction with the BL mode of delivery. To address this dissatisfaction, this study outlines, using the PATHCO model, all the essential building blocks which are required to find the right blend of both face-to-face and online components.

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs).

Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study.

This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs.

This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements.

Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning.

To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design.

Higher education plays an essential role in achieving the United Nations sustainable development goals (SDGs). However, there are only scattered studies on monitoring how universities promote SDGs through their curriculum. The purpose of this study is to investigate the connection of existing common core courses in a university to SDG education. In particular, this study wanted to know how common core courses can be classified by machine-learning approach according to SDGs.

In this report, the authors used machine learning techniques to tag the 166 common core courses in a university with SDGs and then analyzed the results based on visualizations. The training data set comes from the OSDG public community data set which the community had verified. Meanwhile, key descriptions of common core courses had been used for the classification. The study used the multinomial logistic regression algorithm for the classification. Descriptive analysis at course-level, theme-level and curriculum-level had been included to illustrate the proposed approach’s functions.

The results indicate that the machine-learning classification approach can significantly accelerate the SDG classification of courses. However, currently, it cannot replace human classification due to the complexity of the problem and the lack of relevant training data.

The study can achieve a more accurate model training through adopting advanced machine learning algorithms (e.g. deep learning, multioutput multiclass machine learning algorithms); developing a more effective test data set by extracting more relevant information from syllabus and learning materials; expanding the training data set of SDGs that currently have insufficient records (e.g. SDG 12); and replacing the existing training data set from OSDG by authentic education-related documents (such as course syllabus) with SDG classifications. The performance of the algorithm should also be compared to other computer-based and human-based SDG classification approaches for cross-checking the results, with a systematic evaluation framework. Furthermore, the study can be analyzed by circulating results to students and understanding how they would interpret and use the results for choosing courses for studying. Furthermore, the study mainly focused on the classification of topics that are taught in courses but cannot measure the effectiveness of adopted pedagogies, assessment strategies and competency development strategies in courses. The study can also conduct analysis based on assessment tasks and rubrics of courses to see whether the assessment tasks can help students understand and take action on SDGs.

The proposed approach explores the possibility of using machine learning for SDG classifications in scale.

This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI.

The purpose of this study is to examine the continuance intentions of working professionals to pursue e-learning courses as a path for career advancement. The primary objective of this study is to ascertain the predictors of continued intentions of working professionals to pursue e-learning courses and examine if this is a trend in career development.

Perceived usefulness of e-learning, motivation and satisfaction are independent variables which are examined using a regression model as potential determinants of continued intentions to use various e-learning platforms. Data from 240 working professionals in different sectors was collected. In addition, satisfaction, motivation and perceived usefulness among the male and female respondents are compared using ANOVA.

The findings showed that motivation, satisfaction and perceived usefulness of e-learning are significant predictors and have a strong influence on the continued intentions of working professionals to pursue e-learning courses. In addition, the results showed that motivation levels while pursuing e-learning and satisfaction derived from them were higher for female professionals.

This study identifies the antecedents of the continued intentions of working professionals to pursue e-learning courses on the path of career advancement. The outcome of the study can be used by educators and e-content creators to make e-learning more engaging. Corporates can also use the results of this study to identify initiatives that can encourage the pursuit of e-learning.

This study provides an important insight exploring the antecedents of continued intentions of working professionals to pursue e-learning courses as a path of career advancement. The research contributes significantly to the understanding thought process of working professionals towards their careers.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

The purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context.

This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting.

The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants.

This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.