Study of the effectiveness of modern learning technologies in preparing future professionals
DOI:
https://doi.org/10.34069/AI/2024.75.03.11Keywords:
learning technologies, prospective professionals, modern teaching tools, skill enhancement, educational preparation.Abstract
This study investigates the effectiveness of contemporary learning technologies in equipping prospective professionals with the necessary skills. The objective is to assess how modern teaching tools enhance the preparation of future experts in diverse fields. The methodology involves a comparative analysis between traditional teaching methods and the integration of advanced technologies in educational settings, measuring learning outcomes and student engagement. The findings reveal a significant improvement in students' retention of information, critical thinking abilities, and practical skill acquisition when exposed to modern learning tools. Moreover, the study highlights the importance of adapting teaching practices to align with technological advancements to better prepare future professionals for the evolving demands of the workforce.
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References
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Halász, G., & Michel, A. (2011). Key Competences in Europe: interpretation, policy formulation and implementation. European journal of education, 46(3), 289-306. https://doi.org/10.1111/j.1465-3435.2011.01491.x
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545-565. https://doi.org/10.1080/10494820.2019.1588745
Hirata, Y. (2022). Are Japanese university students ready for remote language learning?. Interactive Technology and Smart Education, 19(1), 75-86. https://doi.org/10.1108/ITSE-10-2020-0218
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Jakavonyt?-Staškuvien?, D., & Ponomariovien?, J. (2023). Competency-based practice in conducting natural science research and presenting its results in primary classes: A case study. Cogent Education, 10(2), 2267962.
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Kirsch, C., de Abreu, P. M. E., Neumann, S., & Wealer, C. (2021). Practices and experiences of distant education during the COVID-19 pandemic: The perspectives of six-to sixteen-year-olds from three high-income countries. International Journal of Educational Research Open, 2, 100049. https://doi.org/10.1016/j.ijedro.2021.100049
Lee, H., & Hwang, Y. (2022). Technology-enhanced education through VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(8), 4786. https://doi.org/10.3390/su14084786
Li, L. (2022). Reskilling and upskilling the future-ready workforce for industry 4.0 and beyond. Information Systems Frontiers, 1-16. https://doi.org/10.1007/s10796-022-10308-y
Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., & Sierra-Sánchez, V. (2020). The technological challenge facing higher education professors: Perceptions of ICT tools for developing 21st century skills. Sustainability, 12(13), 5339. https://doi.org/10.3390/su12135339
Manca, S., & Ranieri, M. (2017). Implications of social network sites for teaching and learning. Where we are and where we want to go. Education and information technologies, 22, 605-622. https://doi.org/10.1007/s10639-015-9429-x
Marks, B., & Thomas, J. (2022). Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory. Education and information technologies, 27(1), 1287-1305. https://doi.org/10.1007/s10639-021-10653-6
Mazohl, P., & Makl, H. (2023). Improving the user experience of multimedia and interactive training content on multiple devices. In ICERI2023 Proceedings (pp. 2079-2085). IATED. doi: https://doi.org/10.21125/iceri.2023.0593
Mohammid, S. S. (2017). Digital media, learning and social confidence: an ethnography of a small island knowledge society. RMIT University. Retrieved from https://acortar.link/iICHuT
Mohan, R. (2023). Measurement, evaluation and assessment in education. PHI Learning Pvt. Ltd., 324.
Mouronte-López, M. L., Ceres, J. S., & Columbrans, A. M. (2023). Analysing the sentiments about the education system trough Twitter. Education and Information Technologies, 28(9), 10965-10994. https://doi.org/10.1007/s10639-022-11493-8
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Palacios-Rodríguez, A., Llorente-Cejudo, C., & Cabero-Almenara, J. (2023). Educational digital transformation: new technological challenges for competence development. In Frontiers in Education (Vol. 8, p. 1267939). Frontiers Media SA.
Patil, A. (2023). Psychology in the Age of Technology Dependence and the Mobile Dilemma. Reprints, 2023070101. https://doi.org/10.20944/preprints202307.0101.v1
Pilz, M., & Sakano, S. (2023). Recruitment and training in Japanese SMEs: A case study concerning lifelong learning in the manufacturing industry at the Tokyo Metropolitan Area. In International Handbook on Education Development in Asia-Pacific (pp. 1-20). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-16-2327-1_40-1
Saatcioglu, F. M., & Sen, S. (2023). The analysis of TIMSS 2015 data with confirmatory mixture item response theory: A multidimensional approach. International Journal of Testing, 23(4), 257-275. https://doi.org/10.1080/15305058.2023.2214648
Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1), 139-159. https://doi.org/10.1007/s10758-020-09487-x
Scarpellini, F., Segre, G., Cartabia, M., Zanetti, M., Campi, R., Clavenna, A., & Bonati, M. (2021). Distance learning in Italian primary and middle school children during the COVID-19 pandemic: a national survey. BMC Public Health, 21(1), 1035. https://doi.org/10.1186/s12889-021-11026-x
Setiana, D. S., & Purwoko, R. Y. (2021). The Application of Mathematics Learning Model to Stimulate Mathematical Critical Thinking Skills of Senior High School Students. European Journal of Educational Research, 10(1), 509-523. Retrieved from https://eric.ed.gov/?id=EJ1283982
Southworth, J., Migliaccio, K., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
Sulym, V., Melnykov, A., Popov, M., Vechirko, O., & Malets, D. (2023). Improving education through implementation of information technologies into the educational process. Amazonia Investiga, 12(68), 281-293. https://doi.org/10.34069/AI/2023.68.08.26
Triantafyllou, S. A., & Georgiadis, C. K. (2022). Gamification Design Patterns for user engagement. Informatics in Education, 21(4), 655-674. Retrieved from https://www.ceeol.com/search/article-detail?id=1085213
Zhai, X., & Pellegrino, J. W. (2023). Large-scale assessment in science education. In Handbook of research on science education (pp. 1045-1097). Routledge.
Zhou, L., Xue, S., & Li, R. (2022). Extending the Technology Acceptance Model to explore students’ intention to use an online education platform at a University in China. Sage Open, 12(1), 21582440221085259. https://doi.org/10.1177/21582440221085259
Al-Hariri, M. T., & Al-Hattami, A. A. (2017). Impact of students' use of technology on their learning achievements in physiology courses at the University of Dammam. Journal of Taibah University Medical Sciences, 12(1), 82-85. https://doi.org/10.1016/j.jtumed.2016.07.004
Andreani, M., Russo, D., Salini, S., & Turri, M. (2019). Shadows over accreditation in higher education: Some quantitative evidence. Higher Education, 79, 691-709. https://doi.org/10.1007/s10734-019-00432-1
Blanco-Claraco, J. L., Tymchenko, B., Mañas-Alvarez, F. J., Cañadas-Aránega, F., López-Gázquez, Á., & Moreno, J. C. (2023). MultiVehicle Simulator (MVSim): Lightweight dynamics simulator for multiagents and mobile robotics research. SoftwareX, 23, 101443. https://doi.org/10.1016/j.softx.2023.101443
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?. The internet and higher education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
Caeli, E. N., & Bundsgaard, J. (2020). Computational thinking in compulsory education: A survey study on initiatives and conceptions. Educational technology research and development, 68(1), 551-573. https://doi.org/10.1007/s11423-019-09694-z
Dong, M., Li, F., & Chang, H. (2023). Trends and hotspots in critical thinking research over the past two decades: Insights from a bibliometric analysis. Heliyon, 9(6), e16934. Retrieved from https://www.cell.com/heliyon/pdf/S2405-8440(23)04141-5.pdf
Giuliani, M. (2023). COVID-19 counterfactual evidence. Estimating the effects of school closures. Policy Studies, 44(1), 112-131.
Halász, G. (2021). Measuring innovation in education with a special focus on the impact of organisational characteristics. Hungarian Educational Research Journal, 11(2), 189-209. https://doi.org/10.1556/063.2021.00032
Halász, G., & Michel, A. (2011). Key Competences in Europe: interpretation, policy formulation and implementation. European journal of education, 46(3), 289-306. https://doi.org/10.1111/j.1465-3435.2011.01491.x
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545-565. https://doi.org/10.1080/10494820.2019.1588745
Hirata, Y. (2022). Are Japanese university students ready for remote language learning?. Interactive Technology and Smart Education, 19(1), 75-86. https://doi.org/10.1108/ITSE-10-2020-0218
Hu, J., & Wang, Y. (2022). Influence of students’ perceptions of instruction quality on their digital reading performance in 29 OECD countries: A multilevel analysis. Computers & Education, 189, 104591. https://doi.org/10.1016/j.compedu.2022.104591
Jakavonyt?-Staškuvien?, D., & Ponomariovien?, J. (2023). Competency-based practice in conducting natural science research and presenting its results in primary classes: A case study. Cogent Education, 10(2), 2267962.
Kácovský, P., Jedli?ková, T., Kuba, R., Sn?tinová, M., Surynková, P., Vrhel, M., & Stratilová Urválková, E. (2023). Czech and Slovak intended curricula in science subjects and mathematics: a comparative study. International Journal of Science Education, 46(5) 1-22. https://doi.org/10.1080/09500693.2023.2243372
Kirsch, C., de Abreu, P. M. E., Neumann, S., & Wealer, C. (2021). Practices and experiences of distant education during the COVID-19 pandemic: The perspectives of six-to sixteen-year-olds from three high-income countries. International Journal of Educational Research Open, 2, 100049. https://doi.org/10.1016/j.ijedro.2021.100049
Lee, H., & Hwang, Y. (2022). Technology-enhanced education through VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(8), 4786. https://doi.org/10.3390/su14084786
Li, L. (2022). Reskilling and upskilling the future-ready workforce for industry 4.0 and beyond. Information Systems Frontiers, 1-16. https://doi.org/10.1007/s10796-022-10308-y
Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., & Sierra-Sánchez, V. (2020). The technological challenge facing higher education professors: Perceptions of ICT tools for developing 21st century skills. Sustainability, 12(13), 5339. https://doi.org/10.3390/su12135339
Manca, S., & Ranieri, M. (2017). Implications of social network sites for teaching and learning. Where we are and where we want to go. Education and information technologies, 22, 605-622. https://doi.org/10.1007/s10639-015-9429-x
Marks, B., & Thomas, J. (2022). Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory. Education and information technologies, 27(1), 1287-1305. https://doi.org/10.1007/s10639-021-10653-6
Mazohl, P., & Makl, H. (2023). Improving the user experience of multimedia and interactive training content on multiple devices. In ICERI2023 Proceedings (pp. 2079-2085). IATED. doi: https://doi.org/10.21125/iceri.2023.0593
Mohammid, S. S. (2017). Digital media, learning and social confidence: an ethnography of a small island knowledge society. RMIT University. Retrieved from https://acortar.link/iICHuT
Mohan, R. (2023). Measurement, evaluation and assessment in education. PHI Learning Pvt. Ltd., 324.
Mouronte-López, M. L., Ceres, J. S., & Columbrans, A. M. (2023). Analysing the sentiments about the education system trough Twitter. Education and Information Technologies, 28(9), 10965-10994. https://doi.org/10.1007/s10639-022-11493-8
Ní Chléirigh, L. (2023). Loving Mother Earth: Exploring education for sustainable development and the circular economy concept in an Irish primary school context. (Doctoral dissertation), National University of Ireland Maynooth. https://mural.maynoothuniversity.ie/17825/
Palacios-Rodríguez, A., Llorente-Cejudo, C., & Cabero-Almenara, J. (2023). Educational digital transformation: new technological challenges for competence development. In Frontiers in Education (Vol. 8, p. 1267939). Frontiers Media SA.
Patil, A. (2023). Psychology in the Age of Technology Dependence and the Mobile Dilemma. Reprints, 2023070101. https://doi.org/10.20944/preprints202307.0101.v1
Pilz, M., & Sakano, S. (2023). Recruitment and training in Japanese SMEs: A case study concerning lifelong learning in the manufacturing industry at the Tokyo Metropolitan Area. In International Handbook on Education Development in Asia-Pacific (pp. 1-20). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-16-2327-1_40-1
Saatcioglu, F. M., & Sen, S. (2023). The analysis of TIMSS 2015 data with confirmatory mixture item response theory: A multidimensional approach. International Journal of Testing, 23(4), 257-275. https://doi.org/10.1080/15305058.2023.2214648
Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1), 139-159. https://doi.org/10.1007/s10758-020-09487-x
Scarpellini, F., Segre, G., Cartabia, M., Zanetti, M., Campi, R., Clavenna, A., & Bonati, M. (2021). Distance learning in Italian primary and middle school children during the COVID-19 pandemic: a national survey. BMC Public Health, 21(1), 1035. https://doi.org/10.1186/s12889-021-11026-x
Setiana, D. S., & Purwoko, R. Y. (2021). The Application of Mathematics Learning Model to Stimulate Mathematical Critical Thinking Skills of Senior High School Students. European Journal of Educational Research, 10(1), 509-523. Retrieved from https://eric.ed.gov/?id=EJ1283982
Southworth, J., Migliaccio, K., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
Sulym, V., Melnykov, A., Popov, M., Vechirko, O., & Malets, D. (2023). Improving education through implementation of information technologies into the educational process. Amazonia Investiga, 12(68), 281-293. https://doi.org/10.34069/AI/2023.68.08.26
Triantafyllou, S. A., & Georgiadis, C. K. (2022). Gamification Design Patterns for user engagement. Informatics in Education, 21(4), 655-674. Retrieved from https://www.ceeol.com/search/article-detail?id=1085213
Zhai, X., & Pellegrino, J. W. (2023). Large-scale assessment in science education. In Handbook of research on science education (pp. 1045-1097). Routledge.
Zhou, L., Xue, S., & Li, R. (2022). Extending the Technology Acceptance Model to explore students’ intention to use an online education platform at a University in China. Sage Open, 12(1), 21582440221085259. https://doi.org/10.1177/21582440221085259
Published
2024-03-30
How to Cite
Antonov, O., Gordiichuk, S., Kovalchuk, V., Papizhuk, V., & Poplavska, S. (2024). Study of the effectiveness of modern learning technologies in preparing future professionals. Amazonia Investiga, 13(75), 130–141. https://doi.org/10.34069/AI/2024.75.03.11
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