Dalipi, Fisnik
Preferred name
Dalipi, Fisnik
Official Name
Dalipi, Fisnik
Main Affiliation
Email
fisnik.dalipi@gmail.com
6 results
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Item type:Publication, Integration of Large Language Models into Higher Education: A Perspective from Learners(IEEE, 2023-11-16); ; Ahlgren, FredrikLarge language models (LLMs) are being criticized for copyright infringement, inadvertent bias in training data, a danger to human innovation, the possibility of distributing incorrect or misleading information, and prejudice. Due to their popularity among students, the introduction of many comparable apps, and the inability to resist unfair and fraudulent student usage, their educational use needs to be adapted and harmonized. The incorporation of LLMs should be defined not only by pedagogues and educational institutions, but also by students who will actively utilize them to learn and prepare assignments. In order to find out what students from two universities think and suggest about LLMs use in education, they were asked to give their contribution by answering the survey that was conducted at the beginning of the spring semester of academic 2022/23. Their feedback was quantitatively and qualitatively analyzed, showing in a better light what students think about LLMs and how and why they would use them. Based on the analysis, the authors propose an original strategy for integrating LLMs into education. The proposed approach is also adapted for those students who are not interested in using LLMs and for those who prefer the hybrid mode by combining their own research with LLMs generated recommendations. The authors expect that by implementing the proposed strategy, schools will benefit from a better education in which research, creativity, academic honesty, recognition of false information, and the ability to improve knowledge will prevail. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Remote education trajectories for learners with special needs during the COVID-19 outbreak: An accessibility analysis of the learning platforms(International Association of Online Engineering, 2022); ; Krasniqi, VeneraThe sudden transfer of in-class education to remote teaching and learning due to the COVID-19 pandemic was stressful for all, particularly for the differently abled students. It seems that most of them were literally abandoned and missed out on their education. The learning results of those who were enabled to remotely learn significantly decreased, undermining their already low self-esteem. Even hybrid education challenged the inclusiveness in primary and secondary schools, disabling children with special needs to learn and actively participate in education. On the other hand, remote education enabled modernization of traditional education that will soon become part of the new normal. The main prerequisite to incorporating remote learning and teaching as a complementary part of education is to adapt it to all students, regardless of their abilities. Our major motivation presented in this paper was to resolve the dilemma of whether the essential groundwork for the inclusiveness of remote education exists. The research behind it examined the accessibility of learning management systems, audio and video teleconferencing applications, and massive open online courses, which are crucial to the move from onsite to online education. Four impairments: motor, vision, hearing and cognitive were carefully explored in line with WCAG 2.1 recommendations. The current state of the synergy between the components was assessed carefully and thoroughly. For each of the four impairments, the compliance with WCAG 2.1 is presented in detail and discussed. Based on the research findings, recommendations for making remote learning more accessible to students with special needs are proposed, with the goal of enabling everyone to receive a broad education without discrimination based on disability. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Cutting-edge communication and learning assistive technologies for disabled children: An artificial intelligence perspective(Frontiers, 2022); ; Ferati, MexhidIn this study we provide an in-depth review and analysis of the impact of artificial intelligence (AI) components and solutions that support the development of cutting-edge assistive technologies for children with special needs. Various disabilities are addressed and the most recent assistive technologies that enhance communication and education of disabled children, as well as the AI technologies that have enabled their development, are presented. The paper summarizes with an AI perspective on future assistive technologies and ethical concerns arising from the use of such cutting-edge communication and learning technologies for children with disabilities. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Sentiment analysis of students’ feedback in MOOCs: A systematic literature review(Frontiers, 2021-09-09); ; Ahlgren, FredrikIn recent years, sentiment analysis (SA) has gained popularity among researchers in various domains, including the education domain. Particularly, sentiment analysis can be applied to review the course comments in massive open online courses (MOOCs), which could enable instructors to easily evaluate their courses. This article is a systematic literature review on the use of sentiment analysis for evaluating students’ feedback in MOOCs, exploring works published between January 1, 2015, and March 4, 2021. To the best of our knowledge, this systematic review is the first of its kind. We have applied a stepwise PRISMA framework to guide our search process, by searching for studies in six electronic research databases (ACM, IEEE, ScienceDirect, Springer, Scopus, and Web of Science). Our review identified 40 relevant articles out of 440 that were initially found at the first stage. From the reviewed literature, we found that the research has revolved around six areas: MOOC content evaluation, feedback contradiction detection, SA effectiveness, SA through social network posts, understanding course performance and dropouts, and MOOC design model evaluation. In the end, some recommendations are provided and areas for future research directions are identified. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Rethinking the conventional learning paradigm towards MOOC based flipped classroom learning(IEEE, 2017-07-10); ; Ahmedi, LuleThe recent proliferation of Massive Open Online Courses (MOOCs) has initiated a plethora of research endeavors revolving around new pedagogical methods in higher education. Integrating MOOCs in blended learning can be beneficial in different ways for both learners and instructors. In this position paper, we aim to provide a brief and comprehensive review about the challenges that higher education institutions in Macedonia and Kosovo face while coping with the new trends of flexible or blended learning. Moreover, after describing some real cases of MOOC based flipped classroom learning, we also provide some recommendations in order to enhance and enrich learning experience by employing innovative pedagogies. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda(MDPI, 2022-04-13); Since the beginning of the 21st century, the lifespan of people born with Down syndrome (DS) has increased. They now outlive their parents and rely on their relatives who usually sacrifice their own families to care for their disabled siblings. To reduce the pressure on families and the wider community, it is crucial to prepare DS people for independent life from early childhood. Emerging technologies can significantly support the process of acquiring the skills that are necessary for solving real-life problems at home and work. To assess their impact and estimate how much they are implemented in inclusive education, a review of 564 papers published after 2015 was done using the PRISMA review model. After gradual exclusion, 24 papers were used for the final review. Thematic analysis resulted in four themes with one common concept: variety. The results of examining the four research questions defined in the paper’s background confirm that the synergy of emerging assistive technologies and inclusive education has the potential of becoming a very effective strategy for creating an independent life for DS individuals. Many questions remain open, mainly related to a DS persons’ specific needs and capabilities. The acceptance of the proposed synergy will depend on them.