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The purpose of this paper is to reveal the smart collaborative learning service. This concept aims to build teams of learners based on the complementarity of their skills, allowing flexible participation and offering interdisciplinary collaboration opportunities for all the learners. The success of this environment is related to predict efficient collaboration between the different teammates, allowing a smartly sharing knowledge in the Smart University environment.

A random forest (RF) approach is proposed, which is based on semantic modelization of the learner and the problem-solving allowing multidisciplinary collaboration, and heuristic completeness processing to build complementary teams. To achieve that, this paper established a Konstanz Information Miner workflow that integrates the main steps for building and evaluating the RF classifier, this workflow is divided into: extracting knowledge from the smart collaborative learning ontology, calculating the completeness using a novel heuristic and building the RF classifier.

The smart collaborative learning service enables efficient collaboration and democratized sharing of knowledge between learners, by using a semantic support decision support system. This service solves a frequent issue related to the composition of learning groups to serve pedagogical perspectives.

The present study harmonizes the integration of ontology, a new heuristic processing and supervised machine learning algorithm aiming at building an intelligent collaborative learning service that includes a qualified classifier of complementary teams of learners.

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.

This study focuses on the identification of key attributes to measure participant engagement in an online training program (OTP) to improve training effectiveness through active and positive learning engagement with learners learning ownership.

As a qualitative study, 18 semi-structured interviews were conducted with corporate and L&D (learning and development) experts from multinational companies operating in India. The interviews were transcribed, and the data was analyzed using content analysis. One focused group discussion was conducted for validity.

The study found six factors for developing the participant engagement index (EI) namely, 1. Quality of questions, 2. Attention to details, 3. Quality of output during training activities, 4. Connecting to practical examples, 5. Professional approach (adhering to guidelines), 6. Team dynamics. Each identified attribute pertaining to these factors was further validated into cognitive, behavioral, and emotional engagement components forming a part of the EI.

This study provides insights for HRD managers, functional managers, L&D experts, and participants to leverage engagement measurement attributes for collaborative learning in OTP for effective learner ownership and learning outcomes. Further, this study will assist trainers to focus and prioritize their efforts to increase participant involvement and engagement in OTP.

It contributes to the growing field of virtual training for enhancing learning engagement, learning enhancement, and learner accountability. The author's contribution to this study is to evaluate the key attributes of the participant’s EI for meeting training goals, which is unique to the study

The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning environments in higher education.

The subjects were college students taking an education course offered at a 4-year university in South Korea. Structural equation modeling was adopted to analyze 221 student responses.

The findings indicated that the more students self-regulated, the more likely they were to engage in co-regulation with other students in the class. Students’ self-regulation and co-regulation also significantly affected their behavioral engagement. Finally, students’ self-regulation positively affected their academic performance, while co-regulation and behavioral engagement did not affect their performance.

Based on these findings, this study provides meaningful implications for scholars and practitioners on how to select and use more appropriate instructional and evaluation strategies to improve students’ positive behavior, engagement and performance in a flipped learning environment.

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.

The application of blockchain, particularly through avenues in teaching and learning and academic administration, has created scope for a new business model in higher education. Although higher education institutions in many African countries including Botswana are yet to adopt blockchain in their institutional processes, the chapter points to seven unique areas of practice in which the technology could be infused. Distributed ledgers and smart contracts are among the blockchain functions that could assist in improving efficiency, security, and privacy in the way academic administration is executed especially in student identification, processing of student admission applications, degree certification, document authentication, and quality assurance. A distinct highpoint of the chapter is the attention it calls to student experience in the learning and teaching process, by highlighting that it stands to benefit from the collaborative learning model that blockchain enables. At a wider level, the conversation about blockchain-based pedagogy coalesces with the push by many African governments, in particular in Botswana, towards a digitally transformed society. Already, many colleges and universities have placed the focus on achieving ‘smart campuses’ as a strategic goal. Blockchain adoption is one such step towards a smart campus. The chapter theorises that higher education institutions cannot legitimately talk about smart campuses while still holding steadfast to manual systems and processes.

The chapter aims at advancing existing knowledge on innovation-oriented public-private partnerships for developing smart tourism services at destination level. Recent research has emphasized to the importance of collaborative arrangements involving public sector organizations and private companies for the development of new or improved ICT-enabled tourism services towards the smart transformation of destinations. However, knowledge on public-private partnerships specifically set up for realizing smart innovations is still scarce. This chapter develops a framework for understanding the nature and functioning of this type of partnerships at destination level by integrating literature on tourism partnerships, smart tourism, and innovation in services with a case study of a successful partnership in the Italian destination of Siracusa.

Principles of cognitive psychology are considered, not primarily as they inform classroom practice, but as they inform school organization and administrative practice in schools. Theories of knowledge as distributed, social, situated, and based on prior beliefs and knowledge are applied to organizational learning within schools. Collaborative problem solving is explored as a means that schools might employ to become smarter. The study is situated within a Midwestern high school that is striving to improve itself. This school employs collaborative strategies to learn and adapt to changed expectations and circumstances. In the school examined, this collaboration is orchestrated through the creation of discourse communities among teachers and cognitive apprenticeships among teachers and administrators.

The need to innovate and apply alternative forms of school organization is evident as the COVID-19 pandemic has generated a need to establish new conceptualizations of schools and education management. The paradigm shift in learning inexorably necessitates a corresponding paradigm shift in educational organization, administration and management in order to build organizational resilience and capital. This study proposed framework seeks to address this issue by proposing a transformation of educational organization and management, shifting away from the unilateral, hierarchical school models and towards a unique, smart collaborative school ecosystem in which residents, industries, schools, universities and research centers can create new digital knowledge and inventive products, services and solutions by enlarging their capitals.

Drawing upon Bourdieu's theory of social capital, our theoretical contribution is to present the influence of three forms of capital (social, economic and cultural) in cultivating educational capacity and resilience in the school ecosystem, with a particular focus on the role of digital capital in reinforcing the school ecosystem capitals. The authors also argue that ecosystem leaders and principals as boundary spanners play an important role in promoting capital exchange and enlargement as they balance the permeability of organizational boundaries at times of crisis by maneuvering across fields.

Achieving educational improvement and building organizational capacity and resilience through the enlargement of system (and subsystem) capitals requires that key actors develop synchronized interpretations of educational aims and functions in various contexts. The authors delineate the importance of developing a synchronization strategy in the proposed conceptualization of smart and resilient school ecosystems.

By integrating research from both non-educational and educational literature, the proposed framework provides a new perspective for educational administration, organization and management, shifting away from the unilateral, hierarchical school models toward a unique, smart collaborative school ecosystem in which members can create new knowledge by enlarging their capitals. Practical lessons for leaders and policymakers from our conceptual framework are proposed.