E-learning

Data Graphs: Emerging e-learning tool

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Technological Innovations in Data Usefulness

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program

There is a massive amount of digital data available on any number of subjects. AI has pushed the boundaries of big data. Gleaning useful information from endless search parameters is an infinite challenge, especially in the e-learning setting. The use of AI and big data mining makes it nearly impossible for students, in the time frame of semester course work, to make meaningful connections between various subject matters. There is an emerging tool that is indispensable to students and researchers at all levels of education, but specifically in the e-learning setting.

An article published in the journal Heliyon, analyzes the available peer reviewed published research literature on the use of data graphs as an effective search technology which is highly adaptable and suited for the digital learning environment. The authors provide a systematic appraisal of user usefulness and successful research outcomes in the digital learning environment when searching topics using institutionally compiled data graphs. Data graphs allow seemingly independent information variables to interconnect and return more meaningful data to the user through AI and human compiled related data. This information is useful when students and institutions are interested in a comprehensive understanding of a specific topic. Data graphs have been developed in other areas but are emerging as a invaluable tool for higher education students and instructors participating in the e-learning environment.

Abu-Salih, B. & Alotaibi, S. (2024).  A systematic literature review of knowledge graph construction and application in education. Heliyon, (10)3. https://doi.org/10.1016/jheliyon.2024.e25383

e-learning

ChatGPT Assessments: Rethinking Curriculum Design in an AI World

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

Artificial Intelligence (AI) tools like ChatGPT can potentially create personalized, interactive learning environments tailored to individual needs (Bennett & Abusalem, 2024). Since research remains limited, universities are reevaluating curriculum and assessment methods to integrate AI meaningfully. They are advocating for collaborative approaches that blend human intelligence with AI strengths. Key concerns include distinguishing between human and AI-generated work. Although source citation partially addresses this, redesigning assessment tasks can further mitigate risks. By leveraging Bloom’s Taxonomy, educators can emphasize higher-order thinking skills to reduce academic misconduct. Strategies, including monitoring assessment stages, incorporating self-reflection, and narrating presentations, can prove students’ original thoughts. Some universities are also exploring AI as research partners to enhance writing and language learning. While challenges exist, AI presents significant opportunities to enrich education. 

I recommend this article for instructors in higher education. It provides insights into how institutions are embracing AI rather than resisting it. Many concerns stem from a lack of research on AI’s role in higher education. However, this article offers a foundation for rethinking instruction and assessment. College should prepare students for the workforce, where AI will be integral. Rather than banning AI, institutions should engage students in meaningful projects that develop their ability to manage and implement AI responsibly. As the article emphasizes, thoughtful AI integration, with regulation and ethical considerations, can shift learning from rote memorization to critical thinking.

Reference
Bennett, L., & Abusalem, A. (2024). Artificial intelligence (AI) and its potential impact on the future of higher education. Athens Journal of Education, 11(3), 195–212. https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=8838c1ff-5edb-3238-9627-e20d028c7409

Keywords: Artificial intelligence, ChatGPT, curriculum design, pedagogy, assessment.

Educating with AI

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This post is provided by guest blogger, Stephanie DeFrancesco, graduate student University of St. Francis, MS Training and Development program. 

The evolution of AI technology has significantly improved our world especially when it comes to education (Haroun, 2023). In the article, Haroun (2023) discusses how AI in education can guide the student in different ways of learning, enhance performance, improve grammar and carry the students into a successful career. Although AI can be beneficial, it can also have flaws. AI technology is very advanced, but it can also make errors. There have been issues with information that AI has put out that is not accurate or fabricated. It is always best to double check the information provided by AI before using it for any research. 

I believe this is a good article that discuss the pros and cons of the use of AI in education. It is not a significant amount of information, but it does provide the basics of how AI can be used for learning purposes. I think it is also great that it reviews some of the negativity associated with using artificial intelligence and for this to not be your only source of information as it can use it incorrectly. It is a great started article if you are interested in learning how it can benefit education. 

Haroun, C. (2023, Dec. 12). How AI Impacts Online Learning. Forbes Business Council. www.forbes.com/councils/forbesbusinesscouncil/2023/12/12/how-ai-impacts-online-learning/. 

Following Top Trends in Educational Technology

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This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program

There have been several changes in educational technology over the last few years and there are no signs that this will slow down anytime soon.  Learning about trends in the field can help organizations prepare to quickly implement process changes.  The trends that seem to be garnering the most attention are the use of unconventional platforms, such as TikTok, integrating AI into your processes, datafication and analytics to get insights on student performance and engagement, immersive learning systems, and blockchain for handling records.  Each of these trends has one thing in common:  They are working to make education more accessible.

Sofia Kondrat’s article “Top Trends in Educational Technology [2025]” offers valuable insights for individuals and organizations that are involved in educational development.  The article contains concrete examples as well as statistics from reputable sources, including links back to those sources.  The article also points out that it is not comprehensive but that it is presenting a snapshot of the direction educational technology is developing.  The information in this article would be very useful for educational development professionals to plan for the future of their processes.

Reference

Kondrat, S. (2025, March 14). Top Trends in Educations Technology [2025]. EducateMe. Retrieved from https://www.educate-me.co/blog/trends-in-educational-technology

Knowledge Management – Building the Foundation for eLearning

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This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Efficient, fast, accurate, streamlined – these are some of the many words used to describe communication technology.  While business and education are keeping up with digital trends, they can manage and impart information through eLearning.  Before eLearning can be implemented, a strong foundation should be built through strategic planning, organizational mission, and cultural vision.  Author Rommel Benedick Lim (2021) discusses the importance of preparation before implementation.  Through change management and strong leadership, businesses can create the perfect setting for knowledge management to be effective.  ”The combination of business goals with learning programs will make eLearning sustainable in the workplace” (Lim, 2021). 

I recommend this article for anyone interested in setting the stage for an eLearning program in their workplace.  The information speaks volumes of the importance to prepare first, implement next, and sustain going forward.  The article does not go into detail about eLearning itself, but instead focuses on the activity that should take place before eLearning is brought onboard.  The author recommends understanding the “learning culture” and “communication channels”, when preparing to implement eLearning.  Overall, the article is insightful of the steps to truly understand organizational needs, so that knowledge management of an eLearning program can be effective and successful.   

Reference

Lim, R.B. (2021, April). How to Implement and Sustain eLearning in the Workplace. eLearning Industry.com. https://elearningindustry.com/how-implement-and-sustain-elearning-in-workplaceLinks to an external site

The Choice to Choose in E-Learning

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This post is provided by guest blogger, Michelle Edwards, graduate student University of St. Francis, MS Training and Development program.

The article surmises that there are negligible differences between students’ mastery of course content when they can choose how they complete some tasks versus no choice. The honesty was appreciated (in one study there was an error (which was later corrected) due to a choice not being turned off. Also, instructors, educators must take into consideration that when offering student choices, it can create more work for the educators/instructors not only when creating these choices but also grading. The more positive side includes students tend to be more engaged with their learning and the group that were able to make their own choices with their eLearning scored higher on their quizzes. Admittedly, (much like the article) research is limited when evaluating effective instructional practices for online learning environments and all the things that go along with it, and as usual you can’t mention online learning experience without blaming some of the problem on the pandemic and this article was no different.

I recommend this article would be great for anyone new to creating courses that will give students the ability to choose their own eLearning direction. Anyone in research on the subject matter of course students writing papers this is a general coverage article and a relatively easy read. Although it lacks the steps in ways that one would go about offering choices for eLearning, it does give views on the pitfalls one may face when offering choices.

MacNaul, H., Garcia, R., Cividini-Motta, C., & Thacker, I. (2021). Effect of assignment choice on student academic performance in an online class. Behavior analysis in practice, 14(4), 1074–1078. https://doi.org/10.1007/s40617-021-00566-8   Retrieved on June 6, 2024 from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7909734/

Cloud Supported Collaborative Learning: Enhancing Student Engagement

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This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.

In this article Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study, authored by Ahmed N. Al-Rahmi, Mohd Shahizan Othman, Rusli Abdullah, Mo’ez Al-Habaibeh, Yousef Mehmood Yahaya Al-Rahmi, Muhammad Atta Ullah, and Norshahriza Nordin, published in 2022 in the in the International Journal of Educational Technology in Higher Education, studies how the impact cloud supported collaboration has on student knowledge and the learning environments.

The use of cloud supported collaboration such as Google Drive Sheets for post graduate students with knowledge sharing, reflective thinking, and enhancement of collaborative learning. The article provides a study amongst 180 post graduate students, who all participate in an activity to study the student engagement and overall improvement of student learning outcomes. The study utilizes collaboration in Google Drive Sheets, utilizing the importance of research focus, methodology, implications, and practical implications in the learning environment.

The article delivers the importance of cognitive presence, knowledge sharing, and reflective thinking in the learning environment. The study and article explain how the use of cloud based collaborative learning enhances the student’s knowledge, engagement, and learning in their environment.

Lin, X., Spector, J. M., & Ren, X. (2022). Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study. International Journal of Educational Technology in Higher Education. Retrieved from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-022-00317-2




Assessing Student Learning – Insight into Impact

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This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Educators put time and energy into preparing lessons, but the work does not end once class is over.  It is essential to evaluate student learning, ensuring information provides intended impact.  Especially in the online learning environment, instructors cannot rely upon in-person interaction, and should explore the use of online assessment tools.  Content creator, Helen Colman (2024) provides methods to assess student learning, while sharing eLearning insights and teaching strategies.  “Online assessments are a critical part of eLearning and should be undertaken with the same level of care and rigor that you put into creating your other learning content.” (Colman, 2024). 

I recommend this article for instructors seeking the latest information about online assessment tools.  The article is organized and provides a fresh look at modern methods and software.  The author shows eLearning knowledge, but does not push readers away with heavy technical terms.  Images provide helpful descriptions pointing out the simplicity, usefulness, and outcome of various tools.  While the article references iSpring Suite as a vendor to provide online courses and assessments, the information is helpful whether pursuing the vendor or not.  There are many options, and readers will surely gain insight into the impact of assessments for online learning.

Reference

Colman, H. (2024, January 16). 9 Ways to Assess Student Learning Online. iSpring Solutions. https://www.ispringsolutions.com/blog/8-ways-to-assess-online-student-learning

Self-Regulated Learning in Online Education Using AI

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This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.

In this article Supporting students’ self-regulated learning in online learning using artificial intelligence applications, authored by Yannis Vovides, Sara Sanchez-Alonso, Vasiliki Mitropoulou, and Gwendoline Nickmans, published in 2023 in the International Journal of Educational Technology in Higher Education, studies how the use of artificial intelligence can improve students in self-regulated learning during their online education. The article explains how utilizing artificial intelligence’s adaptive learning patterns, emotional assistance to students, and personalized responses help as tools and techniques required for the student’s needs.

The article delivers the importance of utilization of artificial intelligence for learning environments. There is a study that explains combined teacher support and constructed feedback, and the importance of it for the student. Specifically, learning outcomes in the online environments which help to assist the students in management of their learning processes more effectively.

Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2023). Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education. Retrieved from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00314-9

Mystery and History of Instructional Design

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This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Instructional Design (ID) in Higher Education often holds a mysterious existence for students and educators accustomed to traditional learning.  To uncover mystery, it’s helpful to look back and understand how ID became part of what we now know as “e-learning” teaching strategies.  Sharon O’Malley (2017) points to a time in military training where the practice emerged during World War II, “when the military assembled groups of psychologists and academics to create training and assessment materials for troops”. (O’Malley, 2017).  The author traces ID over decades, landing on the popularity of online courses and remote learning infiltration to higher education practices.  

I recommend this article for anyone interested in beginnings of instructional design, and the journey to gain acceptance in higher education. The article is from 2017, when there was still mystery surrounding the field. While written pre-pandemic (and much has developed since that time), the references to ID entering higher education are relevant.  Providing quotes and backgrounds of students and educators, readers can glimpse online technology being new and adaptation being slow.  Post-pandemic we see that ID has taken a larger space in education, but there is value to understanding history behind technology – to appreciate how far we have come.

Reference

O’Malley, S. (2017, August). Still a mystery. Inside Higher Ed.com. https://www.insidehighered.com/digital-learning/article/2017/08/02/what-do-instructional-designers-do