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Focus group analysis process
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This study aims to assess the lecturers’ opinions about the use of e-learning tools to support distance and blended learning in higher education in Portugal, evidently reinforced by the COVID-19 pandemic. This research was based on a qualitative methodology, specifically, a focus group with professors from five higher education institutions from di...
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The emergence of generative artificial intelligence (Gen AI) in education offers both opportunities and challenges, particularly in the context of student assessment. This study examines faculty members’ motivations to redesign assessments for their courses in the Gen AI era and introduces a framework for this purpose. A qualitative methodology was...
Citations
... Mafruudloh et al. (2021) investigated English teachers' perceptions and practices of the role of technology in online teaching during the pandemic Covid-19 The results revealed that teachers were receptive to using technology-based instruction in their classrooms, at least using the type of method presented throughout this study, for a number of purposes. Also, Fonseca et al. (2023) surveyed the attitudes related to the use of e-learning tools lecturers teaching in higher learning institutions in Portugal. The findings indicated that the lecturers saw the changes as easy to shift from face-to-face to an e-learning context, and most of them still supported e-learning after the pandemic. ...
The study examined smart learning environments as a pathway to quality university education in Nigeria. The population of the study comprised all lecturers in the four government-owned universities in Bayelsa State. However, the researchers were unable to determine the precise number of lecturers at the time of this investigation due to data collection constraints. Based on the advice of Fox et al. (2007) and Meyer (1979), the researchers chose to adapt 384 samples from a population with an unconstrained range. The data used were collected through an online questionnaire; however, 296 lecturers responded by filling out the questionnaire. The findings reveal that smart learning tools such as projectors, internet facilities, computer-based test, mobile learning devices are readily available, while smart boards, video conferencing tools, digital cameras, and LMS are moderately available. On the contrary, virtual and augmented reality, smart classrooms, and gamification are not widely available, and the majority of the respondents are not familiar with them. There is an increased utilization of internet facilities, computer-based text, projectors, and mobile devices in the teaching processes, while other technologies such as LMS, smart boards, video conferencing tools, as well as virtual and augmented reality, gamification, and smart classes, are still emerging technologies. Lecturers have a positive perception of the utilization of smart learning technologies, noting that lack of adequate funds, lack of adequate electricity supply, and poor internet facilities were some of the major challenges in the utilization of SLE. Based on the findings, the researchers recommended, among others, that the universities should focus on improving the infrastructure, particularly reliable electricity supply and internet connectivity, and increase funding for the development of new smart learning systems, such as virtual reality, gamification, smart classrooms, etc.
