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This study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.

The proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.

(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.

This study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.

The adoption of smart classroom is increasing in higher education around the world. Yet, factors affecting smart classroom adoption have not been sufficiently explored. Based on the innovation diffusion theory and external pressures, the present study developed a model to investigate the main drivers of smart classroom adoption.

SEM-AMOS was used to analyse the data collected from a sample of 1,208 educators.

The findings revealed that innovation diffusion theory and external pressures provide an appropriate model for understanding smart classroom adoption.

The findings offer important implications for higher education institutions, IT managers, and are likely to stimulate further research in the area of smart classrooms.

To the best of the authors' knowledge, this is the first study that used innovation diffusion theory external pressures to understanding smart classroom adoption.

This study aimed to investigate learning behaviors deeply in flipped classrooms. In addition, it is worth considering how to help learners through recognition technology with natural language processing (NLP) when learners have question and answer (Q&A). In addition, the Internet of Things (IoT) can be utilized to make the physical learning environment more comfortable and smarter.

The authors developed smart learning environment (SLE) with smart mechanisms supported by recognition technology, NLP and IoT to help learners and employed scaffolding to facilitate their group discussions. This study is an explanatory research to investigate graduate learners' learning behavior when they are collaborating with group members and interacting with the environment in flipped classroom using the proposed SLE.

The results revealed that learners who collaborated more while coediting had significant learning achievement, and NLP sufficiently addressed their questions. Physical conditions of the SLE were comfortable for learners. They perceived that SLE could facilitate group discussions with scaffolding.

This study suggests to utilize flipped classrooms with technologies, e.g. Google Slides integration, to help learners to do more collaboration and use smart mechanisms, e.g. Q&A with NLP, to make learners more interacting during the discussion process.

The proposed SLE can record and analyze smartly their collaboration meaningfully with group members and interact with the environment. Accordingly, researchers found that collaboration in flipped classrooms can help their learning achievement, and it is worth being widely promoted.

Over the past years, across the Organization for Economic Cooperation and Development (OECD) member states, major investments in Information and Communication Technology (ICT) in schools have been made, and a shift towards a more technology-oriented curriculum is observable. However, evidence exists that literacy levels and mathematical skills of students who have computers and other ICT equipment/devices in their classrooms dropped. This highlights a challenge that the education systems worldwide have to address today, that is, how to use ICT in a classroom in a way that boosts the skills’ acquisition process rather than undermining it. The objective of this chapter is to explore this issue. The argument is structured as follows. First, existing technologies in the education system and their effects on society are addressed. Then research is presented concerning investments in technology by OECD countries and their implementations. Following the digital divide and other obstacles which surfaced due to technological advancements are discussed; lastly a pilot study of 62 students in OECD countries was conducted exploring any correlation between technology in classrooms, higher training and academic standing of students.

The purpose of this paper is to propose a design of online-merge-offline (OMO) classroom for open education with design principles related to practical issues of teachers’ teaching, students’ learning and schools’ management.

Three stages were covered: drafted an OMO classroom framework, built a sample classroom and explored end-users’ experience. First, authors searched for and reviewed previous studies and related cases to draft an OMO framework. Second, a classroom, consisted of wireless devices, cloud-based services, Internet of Things terminals, ergonomics furniture, and comprehensive data management and analysis services, was built in Shanghai Open University. Third, invited 11 students’, 18 teachers’ and 9 school managers’ perspectives were collected and analysed by surveys and interviews.

All student participants responded positively in terms of learning experience in the classroom. They not only engaged in classroom activities such, but also accessed needed learning materials and interacted with teachers and peers anytime anywhere via mobile devices. Similarly, most teachers (90 per cent) made positive responses because of flexibility of teaching strategies and learning activities and expressed willingness to use the classroom in the future (94.4 per cent). In addition, more than 78 per cent of managers positively commented on the design of classroom, interaction effects and effective management. Visualised data allowed them to timely monitor status of facilities, comprehensively understand users’ behaviour and issues, make necessary decision with scientific evidence.

The framework and classroom not only provide teachers, students, school managers and researcher with a better understanding of innovative open education, but also indicate the key role of objective-oriented and data-driven issues for further work.

To meet needs of teachers, students, managers and researchers in today’s open education, an OMO classroom was built in Shanghai Open University based on the proposed Objective-Oriented Pedagogy-Space-Technology (OPST) framework. The framework provides readers (especially teachers and administrators of open-education institutes, staff of information centres and ed-tech researchers) with a better understanding of innovative instruction and effective management, and the originally designed classroom can be a practical and illuminating example.

Smart spaces are open complex computing systems, consisting of a large variety of cooperative smart things. Central to building smart spaces is the support for sophisticated coordination among diverse smart things collaborating to accomplish specified tasks. Multi‐agent systems are often used as the software infrastructures to address the coordination issue in smart spaces. However, since agents in smart spaces are dynamic, resource‐bounded and have complicated service dependencies, current approaches to coordination in multi‐agent systems encounter new challenges when applied in smart spaces. The purpose of this paper is to address these issues.

The paper presents Baton, a service management system to explicitly resolve the particular issues stemming from smart spaces when coordinating agents. Baton is designed as a complement to coordination approaches in multi‐agent systems with a focus on mechanisms for service discovery, composition, request arbitration and dependency maintenance. Baton is now deployed in our own smart spaces to achieve better agent coordination.

The effectiveness and efficiency of Baton is validated by its practical use in the designed scenario and some evaluation experiments.

An attempt at performing dynamic service composition in Baton is made by using semantic information in future work.

Baton, a service management system to explicitly resolve the particular issues stemming from smart spaces when coordinating agents is presented.

This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications.

A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis.

Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification.

This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

Within the higher education structure, students have the desire for both virtual and face-to-face learning and demand for diverse simulations from the higher education institutions. The purpose of this study is to highlight the significance of higher education success (HES) for one of the top private universities in Malaysia. In the paper, a research model for HES has been proposed and tested within the management perspectives. This research model has five dimensions, namely, smart classroom, user-friendly technology, peers support, partnership and social governance, as potential determinants for HES.

A structured survey questionnaire using an extensive literature review was conducted from a No. 1 private university in Malaysia. The target population included students who have passed out under-graduate or post-graduate or are studying in their final trimester. The questionnaire was administered to 107 respondents using an interview method in order to have scientific and authentic data with minimal common method bias. The data collection process was taken over a one-month period during May 2018 and it ensured the rectification of missing data. The study utilized an inclusive criterion as those students who have complete knowledge about the university in terms of academic, administrative and technical matters.

Out of 107 survey respondents, 76 (71 percent) respondents were favorable for HES, which implies that the targeted education institution strives toward career development for students. The study reveals that the partnership of the institution has a positive influence on HES. Smart classroom and social governance are the other determinants which have a positive impact on HES. An excellent infrastructure facility together with formal and informal activities to cultivate knowledge sharing, trustworthiness, quality education and academic excellence of the institution makes it a healthy atmosphere for students to pursue their studies. However, user-friendly technology and peers support were not found to be significant.

The proposed research model is crucial for educationalists to design the course curriculum for higher education institutions. The significant results and scope discussed in the present study can be applied and customized to any higher education institution in the globe for long-term sustainability to orient students toward career development.

Since the present paper investigates the No. 1 private university, the current findings can be used as a guide for other private universities to enhance their course curriculum. The conceptualization of the research model includes new dimensions which highlight the latest development in HES. Emerging studies have claimed that HES depends on effective administration of the institution by the management and appropriate industry linkages, with the highest priority for student learning capabilities to exhibit their talents.

The purpose of this paper is to extend the understanding of distributed leadership to the school district level as the authors examine how leadership for twenty-first century learning is distributed within public schools and school districts as they strive to transform their school classrooms from primarily teacher-directed toward more student-centered and technology-enhanced. It contributes to a growing understanding of the inherent distribution of school and school district leadership and helps elucidate how existing leadership machinations can be adapted to facilitate the transformation of public school classrooms from being primarily teacher-directed, to predominately student-centered, technology-enhanced learning environments.

This is a qualitative study conducted in all school districts in one Canadian province. Data were gathered through interviews of all district technology leaders and principals of two schools (per district) deemed exemplary in their use of technology for classroom learning; focus group sessions with stratified samples of teachers and all district-level program professionals in each district, and semi-structured observations of district-selected technology-savvy classrooms in two schools per district.

The paper provides insights into the challenges of leading classroom innovation, including costs associated with technology acquisition and the provision of quality professional development. It reaffirms the continued relevance of the school principal while concomitantly confirming the inherent existence of distributed leadership within and across organizational boundaries that can facilitate or impede complex change. Finally, findings from this study serve as yet another reminder that the accumulated, rich evidence base regarding the process of leading and implementing complex innovation appears to be largely ignored by practitioners.

Because the research approach is qualitative and restricted to one defined population, the generalizability of this study may be limited.

This paper draws attention to practical importance of fostering leadership from multiple sources and the need for reflection on how research evidence in education can better directed toward improved practice.

Given the major public expenditures in the acquisition of new and emerging technology for public school classrooms, this paper may foster reflection for improved leadership and implementation practices. The paper anticipates that this work will contribute to a growing understanding of the distributed nature of school and school district leadership. Also, the paper believes it will help elucidate how current machinations of leadership might be adapted to facilitate the transformation of public school classrooms from primarily teacher-directed to predominately student-centered, technology-enhanced learning environments.

The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education.

A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pedagogy.

The smart pedagogy framework contains three sections including the situated learning (S), mastery learning (M), adaptive learning (A), reflective learning (R) and thinking tools (T) (SMART) key elements model, the curriculum design method and detailed teaching strategy. The SMART key elements model integrates the situated learning, mastery learning, adaptive learning, reflective learning and thinking tools to facilitate the high order thinking. The curriculum design method of smart pedagogy combines the first five principles of instruction and the SMART key elements model to design the curriculum. The detailed teaching strategies of smart pedagogy contain kinds of innovative learning methods. The results of the quasi-experiment proved that the learning outcome was significantly promoted by using smart pedagogy.

This research investigates a general framework that can be used to cultivate the high order thinking skills in different subjects and grades was one of the first to introduce high order thinking skills into smart education. The framework of smart pedagogy was innovative and effect in practice.