PurposeThe primary objective of this study is to examine how students' technological factors affect remote access (RA) in smart learning (SL) environments. Additionally, the paper explores the moderating effect of students' technical skills (TS) on RA and SL.Design/methodology/approachThe study applied a quantitative research approach and collected 125 valid questionnaires from students in Oman's higher education institutions (HEIs). A structural equation model (SEM) was employed for data analysis using the Smart PLS 4 version to examine the influence of technological factors on RA in SL environments.FindingsIt was found that the use of cloud-based RA in SL is influenced by students' use of technology, technology competitiveness and the availability of institutional software (IS). Moreover, students' TS were found to play a crucial role in moderating RA and SL, as well as technical knowledge (TK) and SL. These findings highlight the importance of technical competencies and software availability in shaping students' RA experiences.Research limitations/implicationsThe study's findings should be interpreted with caution due to the limited sample size, which may restrict the generalizability of the results.Practical implicationsThe study suggests the technological learning capabilities of HEIs, which significantly improved by prioritizing critical technical factors, including knowledge and use of technology, availability of institutional software and RA antecedents in SL environments.Originality/valueThis paper offers practical and actionable directions for HEIs, universities, colleges and educators looking to incorporate technology into their practices in the dynamic and ever-evolving Fourth Industrial Era.

Unlocking the potential of smart learning: exploring the impact of students' technological factors on remote access

Minden új technológia megjelenése lehetőséget ad arra, hogy átgondoljuk az
 oktatás céljait, hatékonyságát. A mesterséges intelligencia mérés-értékelésben
 való alkalmazása nemcsak új lehetőségeket kínál, hanem komoly kihívások elé is
 állítja az oktatás szereplőit. A mesterségesintelligencia-alapú értékelési
 technikákban, melyek lehetővé teszik nagy adathalmazok gyors elemzését és a
 személyre szabott visszacsatolás megvalósítását, benne van az a lehetőség, hogy
 a hagyományos értékelési módszerek átalakításával jelentős mértékben fokozzák a
 tanulási folyamat hatékonyságát és emeljék a tanítás minőségét. Autentikus,
 megbízható és valid adatok nélkül azonban az adatokon, bizonyítékokon alapuló
 fejlesztés kudarcra van ítélve. A mesterséges intelligencia mérés-értékelésben
 történő alkalmazása nem csupán technológiai vagy infrastrukturális, sokkal
 inkább pedagógiai és módszertani kihívás.

A mesterséges intelligencia hatása a mérés-értékelésre

In the past decade, technology advanced in a far faster pace than the general culture of education, and specifically the everyday classroom practice. Therefore, the potential of smart devices has not been fully exploited for the benefit of students. Technology can contribute to personalizing education by providing recommendations for customized learning paths and experiences (combining learning activities and content) that would be most beneficial for different students based on their learning profile. As such, technologies and technological advances have the potential to make education smarter, provided that they are used to support appropriate educational design. The simple usage of smart devices to access digital resources is not equal with smart education. Technology may have a sustainable impact in education only when technology applications are based on a substantial analysis of the needs of the existing educational practice towards their improvement. In this chapter, we discuss how education can be made smarter by the adequate application of technology-based assessment. As for the implementation of technology-based assessment, we deal with three critical periods of education (1) the kindergarten and the kindergarten-school transition, (2) the first years of the primary school when basic skills determining the success during the entire schooling are founded, and (3) the high school–university transition that determines the quality of studies in higher education. We introduce best practices regarding the smart implementation of technology-based assessment by making learning visible in Hungary. 

Report on Smart Education in Hungary

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Report on Smart Education in Hungary