Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigates the application of machine learning and BERT models to identify topic categories in helpful online course reviews and uncover factors that influence the overall satisfaction of learners in massive open online courses (MOOCs). The research has three main objectives: (1) to assess the effectiveness of machine learning models in classifying review helpfulness, (2) to evaluate the performance of fine-tuned BERT models in identifying review topics, and (3) to explore the factors that influence learner satisfaction across various disciplines. The study uses a MOOC corpus containing 102,184 course reviews from 401 courses across 13 disciplines. The methodology involves...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The growing integration of artificial intelligence (AI) in education has significantly influenced teachers' professional development. While AI offers substantial support for teaching practices and serves as a powerful instructional aid, it also places greater demands on teachers, prompting an urgent need for role transformation and skill enhancement. Therefore, the interplay among teachers' AI competency, technological pedagogical content knowledge (TPACK), and teaching performance has emerged as a critical area of research. This study employed a mixed-methods approach, combining questionnaire surveys with classroom observations, to assess the AI competency, TPACK levels, and teaching...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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With the rapid penetration of generative artificial intelligence (AI) in higher education, university teachers' AI competency has become a critical determinant of effective technology integration in teaching. However, systematic and empirically validated intervention frameworks to support the development of this competency remain scarce. To address this gap, this study implemented a six-month professional development (PD) programme grounded in the Intelligent-TPACK framework and evaluated its effectiveness using a quasi-experimental pre-test-post-test design. A total of 64 teachers participated in the PD programme (experimental group), while pre- and post-test data were also collected from...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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The application of Artificial Intelligence (AI) technology in education is increasingly recognized as a key driver of educational innovation. While extensive literature exists on the integration of AI technologies in educational settings, less emphasis has been placed on the critical role of teachers and their professional development needs. This study systematically reviews research conducted between 2015 and 2024 on teachers' use of AI technology in their teaching and professional development, focusing on the relationship between the supply of professional development opportunities and the demand for AI integration among teachers. Using PRISMA principles and protocols, this review...

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