With the increasing interest and enrollment of students in higher education, academics must spend significant time providing feedback and evaluations. This study attempts to study the use of generative artificial intelligence (GenAI) tools in assessment and giving feedback. The primary aim is to examine how effective GenAI tools are in evaluating and providing feedback, especially for open-ended text-based questions. A case study was conducted using 50 students who follow a foundation program in computing at a leading university in Sri Lanka. A proctored online examination was set up in a controlled environment, and answers were evaluated using ChatGPT, Gemini, and manual methods. The evaluation was carried out using common rubrics in all three methods mentioned above, and marks generated and given were compared using all three evaluation methods. Interestingly, the results show that compared to ChatGPT and Gemini, evaluation results are much closer to the marks manually given by using manual marking. The ChatGPT and Gemini as GenAI tools generated answers are also closer to each other. The findings prove that we can use GenAI tools effectively to evaluate structured examinations and provide feedback based on pre-defined rubrics. This will reduce the significant time taken for the evaluation and improve the productivity of academics.

In Nepal, Tribhuvan University (TU) introduced a blended e-learning approach by implementing MOODLE, a learning management system. There is a concern of acceptance of e-learning among the students as well as among teachers due to barriers on technological up-to-date, scarcity of resource and technology know-how. The study analysed the perceptions of teachers and students on this change using qualitative methodology, especially empirical phenomenology. The results showed that both teachers and students at sampled one of the TU affiliated colleges, are positive about the e-learning system, but students are more likely to accept it than teachers. Senior teachers from non-ICT backgrounds and part-time teachers were less supportive. The e-learning system was recognised for its benefits, including providing extended learning opportunities, reducing additional burdens, facilitating effective sharing of ideas and knowledge, and enabling new forms of interaction. However, challenges in Nepal, such as inconsistent electricity supply, limited user resources, slow internet connectivity, and insufficient technical support, may hinder its acceptance. Addressing these challenges is crucial for the successful implementation of e-learning in Nepal.

In the contemporary societywhere the rapid development of generative AI (GenAI) infiltrate daily life, it is imperative for schools to keep up with the development.Future generations are expected to have GenAI skillsand knowledge in the same way that traditional literacy is a recruitment condition today. Schoolcurricula needto integratethisnew technologyto support students' learning and development. Research on artificial in education (AIED)has reported on the challengeswith the involvement of GenAI in teaching and learning, but also onGenAi as a study support. Tonot fall behind many schools have started out with AIED initiatives which createsa need forstudyinghow GenAI couldbe applied in a useful way in teaching and learning activities. The researchquestionthat guided this study was: In what ways couldthe use of GAI in visual form support students' learning process and motivationin upper secondary school settings?The overall research strategy was a qualitative case study approachwith investigator triangulation. Data were collected in a combination of observations at workshop sessions and semi-structured interviews. with teachers as well as students.In asix-stepinductive thematic analysis data excerpts were coded, aggregated to categories, and presented. Findings indicate thatGenAI toolsfor image generation, can have a positive effect on learning. At the same time that memorisation ofinformation is supported, there were also a positive impact on motivationand student satisfaction. The involvement of image generation tools not a substitute, but rather a complement to traditionalteaching and learning activities. The conclusion is that the use ofAI in education can offer new learning opportunities, and with the increased use of GenAI, it is crucial for both students and teachers to keep pace. However, this would require that more time and resources for teacher professional development on AIED.

The impact of social media on business performance of women entrepreneurs and their empowerment is examined in this research. Focusing on Sri Lanka, two research questions are addressed: (1) How are social media platforms empowering women entrepreneurs in Sri Lanka today, and (2) How can the use of social media be improved to support women entrepreneurs in Sri Lanka? A mixed-methods approach was used, with a survey (157 responses) and an online focus group (5 respondents) discussion. The statistical findings showed that business performance of women entrepreneurs mediates the relationship between use of social media and women’s empowerment. Qualitative analysis revealed that the use of social media transforms mindsets, facilitates knowledge sharing, provides motivation, supports business operations, promotes gender-neutral branding, and enables networking for women entrepreneurs in Sri Lanka to enhance the performance of their businesses, leading to empowerment. To enhance support, social media platforms should prioritize motivation, targeted networking, professional courses, and robust security measures.

The ongoing war between Russia and Ukraine has significantly affected Ukraine's higher education system. Students and faculty need to relocate and conduct teaching and learning online and remotely instead of meeting physically at campus. There is substantial infrastructure damage to universities, electricity and facilities in general in the country. Furthermore, the war impacts on students and teachers wellbeing and health. The Swedish Institute funded a capacity building program for university teachers in Ukraine to support: "U-Train - Training to Teach Online in Wartime and After", 2023-2024. Stockholm university and Ivan Franko National University of Lviv were the partners in this program which addressed the digital transformation from campus to online teaching to maintain education continuity in higher education. The aim of this study is to evaluate the effectiveness of a the capacity-building program.

The specific research questions are:

1. How did Ukrainian teachers perceive the ICT capacity-building program?

2. According to Ukrainian teachers, what were the most significant outcomes of the program?

A mixed method approach was used including an online survey, participant observations of online seminars, and document analysis of final reports written by teachers about their Online Course Improvement Activity (OCIA). The survey results demonstrated the program's overall positive adoption with participants acknowledging advancements in teaching practices and professional growth. Notably, the online seminars which covered topics from AI integration in higher education to digital examinations received excellent feedback confirming their usefulness and efficacy in enhancing teaching skills. Challenges such as unreliable Internet connectivity and frequent interruptions because of bomb alarms and adjusting to new teaching methods were identified. The OCIA initiatives included a variety of activities aimed at meeting specific educational needs identified by the teachers themselves in their own courses such as how to assess arabic writing skills on a distance, updating legal education, improving botany courses, ICT in mathematics courses, and so on. In conclusion, the ICT capacity-building program has been effective in improving the overall skills of teachers during the war in Ukraine. The Ukrainian teachers appreciated the capacity program´s contribution in addressing disruptions and problems when conducting courses during challenging times. Despite facing obstacles like unreliable internet access and power cuts the educators valued the program for fostering resilience, professional development, and collaboration, highlighting its significance in enhancing teaching approaches in wartime conditions. The most significant outcomes of the capacity-building program according to the Ukrainian teachers were advancements in technological proficiency (100%), better student engagement (67%), and collaborative opportunities (67%). Furthermore, they learned new teaching methodologies and were inspired to explore topics such as AI integration in education, digital assessment methods, and student well-being concerns indicating a continued focus on technology integration and addressing significant educational obstacles. The participants expressed a strong interest in being being part of an extended and scaled-up version of this program which ends in June 2024.

Sudden cardiac arrest is a serious medical condition that requires immediate cardiopulmonary resuscitation (CPR). Research has shown that CPR performance is generally lacking, but technical aids such as CPR-guide can improve CPR performance for both laypeople and healthcare professionals. However, further research also shows that CPR skills deteriorate quickly.

Research Question:

How does training with sensor-based CPR technology affect the ability to maintain skills in the correct performance of CPR?

Method:

To answer this question, an experimental study with a quantitative method was conducted. Twenty laypeople participated in the study. The participants performed CPR without aid, with a CPR-guide (a sensor-based technology aid for CPR that uses visual graphic feedback, VGF), and then without aid again. Data was collected through technical equipment and was later analyzed using descriptive statistics and a One-way Repeated Measures ANOVA.

Results: The study's results showed that at the first training session, without using the technical aid, the average proportion of correctly performed compressions was only 10.9%. This figure rose to 56.4% with the use of the CPR-guide. At the final training session without the technical aid, an average of 17.5% of the compressions were performed correctly. The results indicated that just one training session with the CPR-guide resulted in an average improvement of 60.5% in the number of successful compressions performed by the test subjects when performing CPR without aid.

Conclusion:

The study contributes to a better understanding of the role of technology in CPR training. Consistent with previous research, the results show that technical aids such as CPR-guide improve CPR performance. The study establishes that training with technical aids using VGF is an effective way to train laypeople in CPR and that the skills are retained. The study's results and limitations also emphasize the need for repeated studies with a control group. This is necessary to investigate how training with technical aids that use VGF affects the retention of CPR skills compared to training without such aids.

This study intended to develop a framework for designing a Learning Management System for supporting thesis projects. A model named ‘Explanatory Design Theory’ was followed as a methodology to identify the component of the proposed framework. The following four steps were followed: 1.) Identification of kernel theories, 2) Analysis of kernel theories and identification of meta-requirements, 3) Formulation of design components based on meta-requirements, 4)Formulation of testable hypotheses. Developing the designing explanatory design theory was a four-step process; each step was crucial and decisive. The first step involved identifying kernel theories related to thesis supervision. These were Zone of Proximal Development, Scaffolding, and Self-regulation. Secondly, meta-requirements were determined based on kernel theories, and it was discovered that enhancing the student-supervisor interaction and supporting students’ self-regulation processes were key meta-requirements, based on which the components of FLMSTP were identified at the third step and labelled as Initiation, Planning, Implementation, and Completion. The final step was the setting of hypotheses formulated to refine kernel theories and evaluate the accuracy of meta-requirements and the usefulness of the components. 

Background: Many teachers consider it challenging to teach children with autism spectrum disorder (ASD) in an inclusive classroom due to their unique needs and challenges. The integration of information communication technology (ICT) in the education system allows children with ASD to improve their learning. However, these ICT tools should meet their needs to lead a productive life.

Objective: This study aimed to examine the possibilities of re-creating and adapting digital content to improve the learning of numeracy among children with ASD in inclusive school settings.

Methods: We conducted 7 focus group discussions (FGDs) with 56 teachers from 7 schools and 14 parents from April to November 2019. Each of the FGDs took around 1 hour. Two clustered sets of questions were used: (1) general knowledge about teaching children with ASD and (2) analysis of selected online educational video content of early math (specifically, counting numbers). The researchers used video to understand current methodologies used in teaching children with ASD, possibilities of adaptation of the content in the current teaching environment, future challenges when the content is adapted, and possible solutions to overcome those challenges. All data, including audio recordings, field notes, and participants’ comments, were transcribed, recorded, and analyzed following the steps recommended in qualitative data analysis.

Results: The researchers identified ten themes from the analysis of the data: (1) awareness of the existence of ASD among children in schools and the community, (2) acceptance of children with ASD in an inclusive classroom and the community, (3) methods and models used when teaching children with ASD, (4)realia used to improve the learning of children with ASD, (5) the design of educational digital content, (6) the accessibility of online educational content, (7) quality of the content of the educational multimedia, (8) the opportunity of using the translated and re-created content inside and outside the classroom, (9) the relevance of the digital content in the Rwandan educational system, and (10) enhancement of the accessibility and quality of the digital content. We found that participants assumed that the content translation, gamification, and re-creation would help teach children with ASD. Moreover, they recommended contextualizing the content, increasing access to digital devices, and further research in the education of different subjects.

Conclusions: Although many studies have identified the possibilities of using ICT to support children with ASD, few studies have documented the possibilities of integrating the existing technologies tested in the international community. This study is charting new territory to investigate online content to suit the context of schools. This study recommends further exploration of possible methodologies, such as applied behavior analysis or verbal behavior therapy, and the development of contextualized technologies that respond to the educational needs of children with ASD.

What is expected in a thesis? Save time and follow useful advice about structure, what to write, where, why, and access research publications etc. The book empowers students by making them able to self-assess their writing at various stages, and preparing them regarding what is expected in a thesis, and what questions they will get from supervisors, peer reviewers, opponents and examiners. Without knowing what needs to be explicitly written and why, the thesis student is lost, losing time and motivation. The goal is to complete the thesis, writing with high quality and within the time frame. Both students and supervisors are target groups for this book. What is hybrid? The book landscape is changing and the message is transmitted as an e-book, audiobook and as part of an online thesis process support system, ThesisPro.

What is expected in a thesis? Save time and follow useful advice about structure, what to write, where, why, and access research publications etc. The book empowers students by making them able to self-assess their writing at various stages, and preparing them regarding what is expected in a thesis, and what questions they will get from supervisors, peer reviewers, opponents and examiners. Without knowing what needs to be explicitly written and why, the thesis student is lost, losing time and motivation. The goal is to complete the thesis, writing with high quality and within the time frame. Both students and supervisors are target groups for this book. What is hybrid? The book landscape is changing and the message is transmitted as an e-book, audiobook and as part of an online thesis process support system, ThesisPro. Audiobook Narrator: Alan Irving