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Chatbots in maritime education – the potential of chatbot technology in the maritime industry

Hristova Veneta, Wiśnicki Bogusz, Wołejsza Piotr

Zeszyty Naukowe Politechniki Morskiej w Szczecinie

2024

nr 77 (149)

21--28

The presented research shows the possibilities of using chatbot technology in the maritime industry. The authors pay special attention to maritime education, broken down into standard and complementary education. The research is based on the results of a survey, which addresses students of five European maritime universities and examines their opinions about chatbots. Additionally, analogies are applied to the case studies of the successful implementation of chatbots in non-maritime businesses. This research determines the current status and development opportunities of maritime chatbots.

Lecturers’ attitude towards the use of e-learning tools in higher education: a case of Portugal

Fonseca José Manuel, Garcia Jorge Esparteiro, Vieira Bruno, Teixeira Andreia Sofia

Engineering Management in Production and Services

2023

Vol. 15, no. 2

23--34

This study aims to assess the lecturers’ opinions about the use of e-learning tools to support distance and blended learning in higher education in Portugal, evidently reinforced by the COVID-19 pandemic. This research was based on a qualitative methodology, specifically, a focus group with professors from five higher education institutions from different geographical areas in Portugal. The obtained results were analysed along four main dimensions: (1) the level of knowledge of e-learning tools, (2) the reasons for using or (3) not using them, and, finally, (4) the opinion of lecturers on the student assessment process using these tools. The results showed that in addition to the concerns with smooth running classes and the appropriate delivery of the syllabus, the lecturers considered the transition to the e-learning context to have been easy. They noted a high level of literacy in the used tools, believed in the continued use of e-learning in the post-pandemic context, indicated several advantages for those involved in the e-learning context and a majority of limitations related to the time required for the adoption of more tools; and, finally, underlined the student assessment issue, which was pointed out as the most sensitive topic in the whole e-learning context. The study informed on the lecturers’ perspective on e-learning and the used tools and provided insight into their perceived usefulness and benefits for lecturers and students. An especially strong concern was verified on the part of lecturers to optimise e-learning tools to provide better knowledge delivery to students.

Attitudes among chemistry teachers towards increasing personal competencies in applying ICT

Karolčík Š., Čipková E.

Chemistry-Didactics-Ecology-Metrology

2017

R. 22, NR 1-2

99--121

The study analyses opinions and attitudes among Chemistry teachers participating in the national project titled “Modernisation of the Educational Process in Primary and Secondary Schools”. The research part of the study consists of the results of our findings examining the overall satisfaction of course participants with the professional level, difficulty, and contents of the designed TPACK-based (the Technological Pedagogical Content Knowledge) teaching model, as well as their self-assessment of the acquired skills and knowledge regarding the work with particular software and hardware applications. The results indicate that the course based on the TPACK framework and comprising specific examples of teaching activities supported by the use of technology was highly appreciated by teachers. Examples of methodologies for a suitable use of digital technologies in a particular curriculum topic in Chemistry, based on the TPACK model, were evaluated by teachers as the most beneficial ones, in terms of the actual teaching practice. The research confirmed that teachers expect to receive educational technologies together with high-quality methodical guidelines and particular examples of teaching activities involving appropriate and efficient use of the given digital technology in the teaching process.

Analizie poddano opinie i postawy nauczycieli chemii biorących udział w narodowym projekcie „Modernizacja Procesu Edukacyjnego w Szkołach Podstawowych i Ponadpodstawowych”. Część badawcza opracowania składa się z analizy wyników, które prezentują ogólne zadowolenie uczestników kursu z poziomu zawodowego, trudności i treści zaprojektowanego modelu nauczania opartego na TPACK (Technological Pedagogical Content Knowledge) oraz samoocenę nabytych umiejętności i wiedzy w zakresie pracy z poszczególnymi aplikacjami programowymi i sprzętowymi. Wyniki wskazują, że kurs oparty o ramy TPACK i obejmujący konkretne przykłady działań dydaktycznych wspieranych przez wykorzystanie technologii został wysoko oceniony przez nauczycieli. Przykłady metodologii właściwego wykorzystania technologii cyfrowych w konkretnym temacie nauczania chemii z wykorzystaniem modelu TPACK zostały ocenione przez nauczycieli jako najkorzystniejsze pod względem faktycznej praktyki dydaktycznej. Badania potwierdziły, że nauczyciele oczekują technologii edukacyjnych wraz z wysokiej jakości wskazówkami metodycznymi oraz konkretnymi przykładami działań dydaktycznych wiążących się z odpowiednim i efektywnym wykorzystaniem danej technologii cyfrowej w procesie nauczania.