Journal of e-Learning and Knowledge Society <h1 class="page-header" style="font-family: Raleway; margin-top: -50px;">Bibliometrics</h1> <p style="font-size: 18px; margin-top: -20px;"><strong>Italian ANVUR Ranking<br></strong>A-Class for Sector 10, 11-D1 and 11-D2</p> <p style="font-size: 18px; margin-bottom: -0px;"><strong>Publish-or-Perish (reference date: December 31th, 2022)<br></strong>- <strong>Scopus</strong> H-Index: <strong>21<br></strong>- <strong>Google Scholar</strong> H-Index: <strong>37<br><br></strong><strong>Scopus (from 2009; reference year: 2022; reference date: May 5th, 2023)<br></strong>- Citescore (2022): <strong>2.2</strong><br>- CiteScore <span style="text-decoration: underline;">Rankings (2022)&nbsp;</span><br>&nbsp; -&gt; <strong>Education:</strong> <strong>Q2</strong>, <strong>55th percentile</strong> (#655 out of 1469);<br>&nbsp; -&gt; <strong>Computer Science Applications:</strong> <strong>Q3, 37th percentile</strong> (#499 out of 792);</p> <p style="font-size: 18px; margin-bottom: -45px;"><strong>Clarivate Web of Science (from 2015; reference date: December 31th, 2022)<br></strong>- Journal Citation Indicator: 0.49<strong><br></strong>- Category Rank: Q3, #465 out of 733 (Education and Educational Research)</p> <p style="font-size: 18px; margin-bottom: -45px;">&nbsp;</p> SIe-L - The Italian e-Learning Association en-US Journal of e-Learning and Knowledge Society 1826-6223 <p>The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.<br>The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS. <br>The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.<br>The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.<br>The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.</p> <p>The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.</p> <p>For all the information please check the Ethical Code of Je-LKS, available at</p> Second Cover Managing Editor Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-27 2023-10-27 19 3 10.20368/1971-8829/1135876 Re-thinking Education in the Age of AI Stefano Greco Letizia Cinganotto Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 I IV 10.20368/1971-8829/1135873 AI and the contemporary educational landscape: a personal view <p>-</p> David Marsh Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 1 5 10.20368/1971-8829/1135874 The future of language learning in the era of ChatGPT <p>-</p> Nick Saville Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 6 10 10.20368/1971-8829/1135875 The Impact of the EU Development Policy in Indian Higher Education: the EDUREFOM Project and the Socio-economic Impact of the Fourth Industrial Revolution as a Case Study <p>The fourth industrial revolution is expected to deeply affect the Indian socio-economic trends. Higher education is gradually acquiring significance in the agenda of development and cooperation policies. In the last decade, the European Union has supported Indian higher education institutions to enhance their role in the development of the country. The Erasmus+ has been revised to intertwine the internal and external dimensions, embedding goals related to social, political and economic spheres. To pursue this goal, under the Erasmus+ Capacity Building in Higher Education action, the EU has allowed Indian universities to ideate and develop projects addressing local needs and global challenges. Through case study and participant observation, the article assesses the EU's action in India for cooperation development initiatives engaging the Indian higher education sector. The research findings have been instrumental in delivering targeted recommendations to European policymakers to enhance the impact of the EU developmental cooperation policy in India and the EU-India relations tout court.</p> Stefano Greco Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 11 18 10.20368/1971-8829/1135869 Perceptions and reactions of Indian student teachers engaged in a CLIL Teacher Training Mobility Programme in Italy <p>This article presents the main findings of a teacher training mobility program on Content and Language Integrated Learning (CLIL) conducted as part of the EDUREFORM Erasmus project. The project, led by a consortium of Indian and European partners, aims to promote innovation and critical thinking skills in the Indian school and university curricula. As one of the project's outputs, Indian students attending a professional graduate programme in teacher education participated in a training programme hosted by Italian schools. The programme focused on CLIL and its main pillars, particularly the Cognitive Discourse Functions construct and thinking skills. The article examines the reflections and thoughts of Indian students regarding their observation and micro-teaching experiences in Italian schools. The teachers' reactions indicate a highly positive attitude towards CLIL, suggesting that it could provide added value to Indian educational institutions. CLIL facilitates interaction, encourages questioning, and utilizes a variety of interactive methodologies, such as debates, which can enhance deep content learning, especially when combined with learning technologies. Furthermore, CLIL is seen as a catalyst for multilingual and intercultural pedagogies, particularly in today's increasingly multiethnic and multicultural classrooms.The study also reveals that CLIL lessons are perceived as effective tools for fostering critical thinking skills, with numerous Cognitive Discourse Functions being highlighted and identified. Indian students advocate for the integration of CLIL across the Indian school and university curricula, drawing inspiration from the remarkable success of CLIL in Europe.</p> Letizia Cinganotto Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 19 29 10.20368/1971-8829/1135870 On importance of young learners’ cognitive abilities: the Fourth Industrial Revolution’s perspective <p>In compliance with the priorities determined by the Fourth Industrial Revolution, the present article attempts to address selected aspects that pertain to the role of young learners’ cognitive abilities, which are brain-work related skills that individuals develop. This study is interdisciplinary in nature and is backed up by selected theoretical contributions that pertain to meaning construction in language use in intersection with the analysis of slight cognitive level impairment instances, which might result in learners’ language perception and production difficulties, where slight cognitive impairment is understood not as illness but as a signal of speaking or comprehension problems, behavioural and mood changes, or memory and concentration fade. Several factors can cause manifestation of slight cognitive impairment in the processes of language perception and production. To investigate why several traits of this impairment type might develop in learners, the authors of this article have studied selected instances that refer to spoken language disorders in a sample group of young learners who were brought up in Latvian repatriate families and who repatriated to Latvia from western countries in the period between 2021 and 2022. As a result, the study has drawn its conclusion: within the framework of the tasks set by the Fourth Industrial Revolution, young learners’ cognitive ability manifestation enhances their role in society and depends on: a) objective factors, for example, background knowledge of spoken language production principles, b) subjective factors...</p> Gunta Rozina Indra Karapetjana Marina Losevica Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 30 35 10.20368/1971-8829/1135861 Artificial intelligence and higher education: a systematic visualizations based review <p>Artificial intelligence (AI) is evolving quickly, and its applications are attracting attention on a global scale. They have the potential to revolutionize many dimensions of human life, including education. AI has reformed various teaching methodologies, assessment methods and by enhancing their competitiveness and adaptability. In the current era, after the pandemic most preferably the AI and Education have interwoven and is continued to grab the attention of Academicians, Tutors, Instructors, the government, and students so that the research keeps AI and education intermingled for the benefit of society at large. The goal of our work is to present a visualization in form of the research trends and bibliometric analysis of research on the implementation of AI in HE during the 20 years. The study involves various parameters to include and exclude the research articles, we assessed 314 publications written by scientists in 67 different countries over the course of the last 20 years and included in the Scopus database. The study used word analysis and a variety of bibliometric markers to look at emerging patterns. In order to visualize the prominent research trends by locating keywords utilized inside AI in HE, VOSviewer was used...</p> Madhavi Shamkuwar Priya Jindal Rahul More Pandurang Patil Pravin Mahamuni Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 36 42 10.20368/1971-8829/1135857 Artificial Intelligence: Exploring the Attitude of Secondary Students <p>This paper aims to find the “attitude of secondary students towards artificial intelligence.” Intelligence is a blessing received to humankind through we can learn new things, experience surrounding, and solve complex problems by making our life at pace (Ewert, 2018). Likewise, artificial intelligence (AI) is one of such abilities given to machines by humans to perform all possible tasks which humans can perform (Kengam, 2020). Rapidly growing technology has continuously changed human existence, including robotics and automation leading to the magical transformation. However, this technological transformation has not left the education field untouched. Through the Digital survey, this paper analyzes the understanding of secondary students towards artificial intelligence and its possible effect in the field of education. The researcher found the high attitude in Pune city from the qualitative and quantitative data collected.</p> Kalyani Pande Vaibhav Jadhav Mahesh Mali Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 43 48 10.20368/1971-8829/1135865 An analytical study on integration of pedagogy and technology in secondary science classes of India during COVID-19 <p>This study examines the importance of integration of pedagogy and technology in secondary science classroom of India in light of the COVID-19 pandemic. The researchers in this study focused on four types schools. Twenty-two teachers and eighty students have taken part in this research. Looking to the COVID-19 situation data is generated through telephonic contacts, e- mails and Google meets. Researchers used a mixed method and followed qualitative as well as quantitative data analysis. According to teachers from all four kinds of schools, technology is a necessary instrument for advancing education in the COVID-19 period. According to the study, factors influencing effective pedagogy and technology integration include necessary infrastructure, technical support, teacher training, supportive school management, skilled and motivated teachers etc. Integration of ICT with pedagogy makes learning engaging and entertaining. It encourages inquiry-based learning, cooperative learning, creative and critical thinking among students. It provides opportunity for students to receive materials in multiple formats like videos audio recordings, text materials etc...</p> Chaitali Sarangi Tanushri Mohanta Moumita Pradhan Nibedita Guru Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 49 58 10.20368/1971-8829/1135859 Unpacking the MOOC experience: insights from Indian Postgraduate Students in Education <p>Anyone anywhere in the world can participate in Massive Open Online Course (MOOC) and gain knowledge and experience. As we all have a major role to play in making the world a better place, Massive Open Online Courses must be made available to as many people as possible. Students have access to a wide range of educational opportunities through the use of MOOCs, which can assist them in their pursuit of lifelong learning. MOOCs, are available to everyone interested in learning at no or minimum cost. The content presented in MOOCs is intended to be understandable by a diverse group of students. The course is typically completed at the students’ speed, and there are no requirements for on-campus registration. They are viewable from any device so long as it has a constant internet connection. The researcher in the present study conducted an interview research on the M.Ed.(Master of Education) students who were enrolled in a MOOC developed by the researcher on the subject of Research Methodology. In India M.Ed. students are post graduate students in Education who enrol in this M.Ed. programme after graduation in Education i.e., B.Ed. After the MOOC got over, those enrolled in that MOOC were interviewed. The collected data was analysed using thematic analysis. The study revealed favourable attitude towards digital education among M.Ed. students. Moreover, ...</p> Shama P. Ansari Ashutosh Biswal Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 59 64 10.20368/1971-8829/1135862 From Textbooks to Chatbots: Integrating AI in English literature classrooms of India <p>With technological transformations and advancements in the field of Artificial Intelligence and its pervasive infiltration into multifarious facets of human existence, there has been a radical reconceptualization of technological intervention and human agency fostering epistemological modifications in the domain of education. Triggered by the gradual evolution of Web 2.0 to Web 3.0 and the envisioned prospects of Web 4.0, higher education institutions worldwide have discerned the pressing need for pedagogical transformation to cater to the imperatives of a perpetually evolving world. In the Indian context, the New Education Policy (NEP) 2020, a curricular framework formulated by the Government of India for all levels of education, has underscored the significance of interdisciplinary curricula, harnessing technological innovations to promote activity-based learning driven by constructivist principles...</p> Debanjali Roy Tanmoy Putatunda Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 65 73 10.20368/1971-8829/1135860 Microlearning strategies for teacher professional development in the era of fourth industrial revolution in India <p>The Fourth Industrial Revolution which is characterized by rapid breakthroughs in digital technology, automation, and artificial intelligence, is revolutionizing both the classroom and workplace learning settings. This change in the classroom and workplace setting is characterized by changing skill requirements, accelerating knowledge obsolescence, need for personalized and adaptive learning experiences, a culture of continuous learning, and on-demand performance support. The educational landscape is changing with the intervention of technology into our lives and new and innovative ways of learning are emerging. The key stakeholders in the education system are teachers and their professional development has utmost significance in helping education pick pace with societal changes. The various strategies of microlearning are useful for teachers to enhance their skills and mitigate the impact fourth industrial revolution is having in terms of quicker knowledge obsolescence and new job creation. Microlearning can provide considerable benefits in the Indian classroom context since traditional educational systems struggle to keep up with these changes. According to a Deloitte University Press research report, microlearning can improve learning retention rates because it provides learners with bite-sized, focused content that is easier to digest and retain than lengthy classroom lectures or training sessions. The interactive and self-directed learning approaches, such as microlearning, can lead to higher learning outcomes compared to traditional classroom teaching (Sitzmann, 2011). The paper provides a look into effective microlearning strategies that can help in dealing with the problems of the traditional classrooms in the current digital society.</p> Nidhi Waldia Sanjeev Sonawane Mahesh Mali Vaibhav Jadhav Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 74 81 10.20368/1971-8829/1135866 Creating Videos: A Pedagogic Tool for 21st Century Teachers of India <p>With smartphones and tablets becoming part of our lives, videos grabbing the learners’ attention, and the resultant increased screen time, the idea was to test video creation as a learning tool for pre-service teachers. Creating videos related to current social, environmental, or economic issues requires in-depth research of the issue being investigated, interview of people connected directly with the subject, visiting required locations and having the first-hand experience or visiting a familiar place with a lens, and then synthesising the content into a meaningful short video. The action research study having four phases – reflection, planning, implementation, and feedback- shows that video creation engages the learners’ head, heart, and hand, fostering critical thinking, creativity, and collaborative and communication skills necessary to tackle 21st-century challenges. The study was conducted on thirty pre-service teachers enrolled in two colleges offering B.Ed. Programme under the University of Delhi and resulted in the creation of four videos. The study also highlights how video creation contributes to quality education for 21st-century learners based on the Four Pillars of Education outlined in the Delors Report: learning to know, learning to do, learning to be, and learning to live together.</p> Meenal Arora Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 82 86 10.20368/1971-8829/1135856 Attitude of Undergraduate students towards Sketchnoting activity in classroom <p>Ensuring and further increasing student engagement in the classroom is a challenging task for the teachers. Teachers need to be creative with the tasks and activities they employ in the classroom so that students pay more attention to the topic being discussed. Greater the involvement of the students, better would be the chances that they learn. This study focused on studying the attitude of students towards sketchnoting activity in the classroom. College going students from Bachelor of Education (B.Ed.)., Bachelor of Arts (B.A., Applied Psychology) and Bachelor of Science (B.Sc., Clinical Psychology) courses were included in the sample.</p> Pooja Singh Jyotika Guleria Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 87 91 10.20368/1971-8829/1135858 Open book environment for enhancing the thinking skills in the Indian pre-service social studies teachers <p>The initiation of Industrial revolution 4.0 has brought the intervention of technology in every field of life. Education is one such field of life where Industrial revolution 4.0 will bring artificial intelligence into forefront. In such a situation the teachers will have sole responsibility to nurture the higher order thinking skills like critical thinking, creative thinking, analytical thinking, problem solving, decision making and effective communication in the learners. In order to develop such higher order thinking skills in the learners, it is imperative that the teachers themselves are groomed to use those skills. This grooming is necessary in the novice teachers who are getting trained to teach in the schools. This study was conducted by the researchers to inculcate higher order thinking skills like critical thinking and analytical thinking skills through the use of open book environment in the classroom for the pre-service teachers. The study was conducted for 6 months on 16 pre-service teachers who opted to learn pedagogy of social studies in the academic year 2021-22. The findings of the study show that most of the pre-service teachers liked to study in the open book environment. The pre-service teachers also expressed that they improved their critical thinking and analytical thinking skills by learning in open book environment and appearing for open book examination. Thus, it can said that open book environment tool has much potential to develop higher order thinking skills in the pre-service teachers and such teachers would definitely become torch bearers to develop thinking skills in...</p> A.V. Jayalakshmi Ashutosh Biswal Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 92 98 10.20368/1971-8829/1135868 Augmented Reality and education: a comprehensive review and analysis of methodological considerations in empirical studies <p>Augmented reality (AR) has been gaining attention in the field of education due to its potential to enhance learning experiences. However, the use of AR in education is still relatively new, and empirical studies examining its effectiveness are limited. This review paper provides a comprehensive analysis of the methodological considerations in empirical studies that have investigated the use of AR in education. In this paper, 23 articles out of 134 articles were gathered from publishers database including Scopus, Science Direct, Springer, Taylor Francis, and Web of Science outlaying the detailed analysis of knowledge-based tests and methodologies essential for studying AR in education. The review paper further highlights the challenges and limitations of conducting such studies and also examines the outcomes and implications of empirical studies to date, providing insights into the effectiveness of AR in STEM courses. The analysis revealed that engineering education is more extensively explored compared to architecture. Additionally, mobile-based devices and AR marker-based technology are more commonly used in current studies than other AR-based devices and technologies, while probability sampling technique and pretest and post-test evaluation technique are more frequently followed by authors. Thus, based on the findings, the paper concludes with recommendations for future research directions and methodological considerations to be taken into account in empirical studies of AR in education. This review aims to provide a valuable resource for researchers and educators interested in incorporating AR technology in educational settings.</p> Manisha Shubham Gargrish Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 99 109 10.20368/1971-8829/1135864 A mixed method study of strategies adopted by postgraduate teachers to mitigate the impact of the digital divide <p>The digital divide, which refers to disparities in accessing and utilising digital technologies, has emerged as a noteworthy issue in education, especially in the context of postgraduate studies. The research, employing a mixed-method approach, investigates the methods employed by postgraduate educators to address the challenges posed by the digital divide in their teaching approaches. The study utilised a concurrent triangulation design, allowing for the simultaneous collection and analysis of qualitative and quantitative data. Initial data collection and analysis occurred in tandem with conducting in-depth interviews with postgraduate teachers, followed by thematic analysis. The data was collected and analysed from 25 postgraduate teachers who work in diverse educational settings. Findings revealed that postgraduate teachers adopted various pedagogical, technological, and socio-cultural strategies to address the challenges of the digital divide. Pedagogical strategies included using diverse instructional strategies, adapting teaching methods, and leveraging prior knowledge of students. Technological strategies encompassed utilising available digital resources online platforms and promoting digital literacy along with Free Open Source Software and Open Educational Resources among students. Socio-cultural strategies included building collaborative networks, creating inclusive classroom environments, and fostering a positive teacher-student relationship. The findings of this study contribute to the understanding of how postgraduate teachers address the digital divide in their teaching practices and highlight the importance of innovative strategies to ensure equitable access to digital technologies in education.</p> Vidyanand S. Khandagale Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 110 118 10.20368/1971-8829/1135867 Adapting design of Learning Spaces for Education 4.0: a case of architectural institutions in India <p>A new generation of higher education institutions need spaces designed to support interaction, collaboration, flexibility, social engagement, and the use of technology to make the youth competent for Industry 4.0. The learning spaces of Education 4.0 in Architecture colleges are unexplored; whether they also need the same type of spaces as other higher education institutes for 21<sup>st</sup> century pedagogy, is yet to be determined. The aim of this research is to find out the change required in formal and informal learning spaces in architecture colleges with the new trend of learning and skills required in Architecture Education. The research methodology adopted here is the case study research approach, together with the tools of survey and interview.&nbsp;A comparative analysis of the learning spaces in four architectural institutions in north India is done on the basis of flexibility, integration of technology and interactive social spaces. A further survey of 150 students and 75 teachers, were conducted to understand the preference of types of learning spaces of the users. The conclusion specifies that there is an equal need for both formal and informal learning spaces to enhance the learning of the students, and changes are required in the formal and informal learning spaces to incorporate these three factors of flexibility, integration of technology, and interactive social spaces for empowering youth with skills for fourth Industrial Revolution. This research will assist architects in creating a better learning environment for the Education 4.0 and future architects.</p> Roopali Kansal Payal Bassi Copyright (c) 2023 Italian e-Learning Association (SIe-L) 2023-10-31 2023-10-31 19 3 119 130 10.20368/1971-8829/1135863