Extracted Annotations (23/07/2020, 13:05:48)

"This chapter addresses the question of adoption through the optics of three interlocking goals in education: equity, quality, and efficiency (EQE)" (Lim et al 2018:3)

"Equity in education has two dimensions: fairness and inclusion (OECD, 2007). Fairness basically refers to ensuring that personal and social circumstances (e.g. gender, socioeconomic status, or ethnic origin) are not obstacles to achieving educational potential. Inclusion is the goal of ensuring a basic minimum standard of education for all (e.g., that all students should be able to read, write, and do simple arithmetic)." (Lim et al 2018:3)

"A quality education is one that satisfies basic learning needs and enriches the lives of learners and their overall living experience." (Lim et al 2018:4)

"The low quality of education is partly due to the low percentage of qualified teachers, the lack of teaching materials, and outdated/ neffective teaching methods." (Lim et al 2018:4)

"An education system is considered efficient if it can produce the desired output at minimal cost or if, for a given resource input, the system maximizes the desired output" (Lim et al 2018:4)

"massive open online courses (MOOCs), intelligent tutoring systems (ITS), digital gamebased learning (DGBL), and learning analytics (LA)." (Lim et al 2018:4)

"The openness of MOOCs in terms of participation as well as their scalability features has great potential to address equity, quality, and efficiency issues in education" (Lim et al 2018:4)

"the overriding issue surrounding MOOC use that research has revealed is the low completion rates of enrollees" (Lim et al 2018:5)

"While MOOCs seem to be contributing to expanding access to education, the question remains as to whether this access has been extended to groups marginalized on the basis of gender, race, ethnicity, culture, geography, socioeconomic status, and so on. Language proficiency is an obvious barrier to participation in MOOCs since most are conducted in English (Liyanagunawardena et al., 2013b). Furthermore, there is evidence that the majority of MOOC participants are from developed countries and are often young, male, welleducated, and employed (" (Lim et al 2018:5)

"Little evidence is currently available on how effective MOOCs are as a mode of learning, what participants have actually learned in a MOOC, and the nature of the learning that is taking place in a MOOC environment." (Lim et al 2018:6)

"Intelligent tutoring systems" (Lim et al 2018:6)

"Intelligent Tutoring Systems (ITS) are computerbased learning environments that use artificial intelligence to provide learners with personalized educational experiences" (Lim et al 2018:6)

"In a recent metaanalysis of ITS studies, Ma, Adesope, Nesbit, and Liu (2014) found evidence that the use of ITS is more effective than both teachered, largegroup instruction and nonITS computerassisted instruction and is as effective as individualized or smallgroup instruction with a human teacher." (Lim et al 2018:6)

"Such evidence on the efficacy of ITS as a mode of learning has thus far not been comprehensively validated in developing country contexts." (Lim et al 2018:6)

"Digital gamebased learning (DGBL) facilitates learning through digital games." (Lim et al 2018:6)

"Four recent metaanalyses on DGBL report that games exert more effect in enhancing a number of cognitive, skillbased, learning, motivational, and behavioral outcomes compared to nongame formats (" (Lim et al 2018:7)

"another metaanalysis (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012) asserts that the effectiveness claim is overgeneralized, raising concerns about the lack of rigorous and highquality empirical evidence." (Lim et al 2018:7)

"One barrier to DGBL adoption that is particularly germane to developing countries is the cost of developing and deploying games, including the cost of the technology resources required to integrate these games into the classroom." (Lim et al 2018:7)

"Learning analytics (LA) refers to the collection, analysis, and reporting of data about learners and their contexts in order to improve student learning (Aljohani & Davis, 2012). Focused on improving learning quality and efficiency, the growing popularity of LA is driven by at least three factors: the emergence of big data; uptake in online learning, which systematically collects user transactional data; and the growing need for measurement to empirically demonstrate learning enhancements (Ferguson, 2012)." (Lim et al 2018:7)

"Analytics may be applied to the learning process in several ways, for instance, (1) tracking student performances, (2) disaggregating student performances by selected characteristics, (3) identifying outliers for early intervention, (4) predicting student performances, (5) improving student retention, (6) improving instructional models, (7) analyzing assessment techniques and instruments, and (8) evaluating curricula (IBM Software Group, 2001)" (Lim et al 2018:7)

"Gašević (2017) suggests that for developing countries to adopt LA as a transformational tool, their implementation capabilities have to be developed. These include 'the development of data literacy among stakeholders; the development of policies for ethics, privacy protection, and algorithmic accountability; and the development of analyticsbased tools with active stakeholder involvement'" (Lim et al 2018:8)