Amy B. Adcock

Challenges for Education in a Connected World: Digital Learning, Data Rich Environments, and Computer-Based Assessment—Introduction to the Inaugural Special Issue of Technology, Knowledge and Learning

The new scope of Technology, Knowledge and Learning emphasizes the increased interest on adaptive and personalized digital learning environments. Educational researchers are faced with new research challenges in the beginning of the twenty-first century, especially focusing on digital learning, game-based learning, automated assessment, and learning analytics. In order to provide a source of reference for future submissions to Technology, Knowledge and Learning, the following sections highlight the key themes of the journal.

The evaluation of interactive learning modules to reinforce helping skills in a web‐based interview simulation training environment

The research presented in this paper shows the continued evaluation of a web‐based interview simulation designed for human services and counseling students. The system allows students to practice empathetic helping skills in their own time. As a possible means to reinforce acquisition and transfer of these skills, interactive learning modules (ILMs) were developed and implemented. The ILMs act as supplemental instruction presenting scenarios and demonstrating best practices responses to client behaviors. Data were collected to assess the impact of these modules on empathetic helping skill acquisition and to assess the efficacy of repeated interactions with the system. Survey items and comments from users were also collected. Findings show some positive trends in empathetic helping skill acquisition through repeated interactions but no significant effects of the ILMs. Attitudinal survey results and comments from users were collected to assess user perceptions of the system as a whole and of the ILMs.

Student perceptions of cooperative learning in a blended engineering course

Rapid advances in technology have created numerous challenges and opportunities in engineering education. One of the results of the advances in technology has been an increase in the number of engineering courses being offered by distance. This study reports on the example of a blended distance engineering management course using cooperative learning. Pre-and post-measures of student self-assessment regarding their engineering abilities showed significant differences in student self-efficacy, thus demonstrating that the use of distance learning technologies coupled with cooperative learning can create an environment that supports the development of engineering student self-efficacy. The main drawback to the course was the amount of time required of the professor to prepare and run the class.