Caroni, Anna

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Caroni
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Anna
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Anna Caroni

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2019 - 201912020 - 20243

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Gerade angezeigt 1 - 4 von 4
  • Vorschaubild
    Publikation
    Familiarity, use, and perception of AI-powered tools in higher education
    (ToKnowPress, 2024) Nikoulina, Anya; Caroni, Anna; Dermol, Valerij
    Purpose: AI-powered tools and the use of these tools for teaching and learning have grown exponentially. While there are several studies that examine students' use of AI tools for learning, the results are inconclusive. The purpose of this study is to gain a better understanding of students' familiarity and use of various AI-powered tools for learning, and to gain greater insight into students' perspectives on the benefits and risks of using AI-powered tools in educational settings. Study design/methodology/approach: The study deployed a survey to understand and compare the degree of familiarity and use of AI-powered tools among first and final-year university students. Additionally, several questions focused specifically on students' concerns regarding the use of AI in their studies. Findings: Results indicate that first-year students exhibited a higher level of familiarity with AI tools prior to the start of their studies, while final-year students demonstrated a deeper and more diverse usage of these technologies. Despite concerns raised, the study does not conclusively support negative impacts on student engagement or development of critical thinking skills. While the study indicated that students are well aware of the general limitations of AI use, they did feel not well supported nor informed as to how AI-powered tools can be used within their studies and have expressed the need for greater support and guidance from the university. Originality/value: Research findings have significant implications for educational institutions and policymakers as they strive to leverage AI effectively to enhance the learning experience while addressing concerns and preferences in this rapidly evolving educational environment.
    04B - Beitrag Konferenzschrift
  • Vorschaubild
    Publikation
    Problem-based learning In online settings during COVID-19
    (ToKnowPress, 2021) Caroni, Anna; Nikoulina, Anya
    Purpose: Problem-based learning (PBL) provides an appropriate instructional strategy to engage student in active learning, enhance student interest, improve retention, and promote problem-solving and critical thinking skills. The aim of this study is to report on student and faculty experiences in a problem-based learning course consisting of a preparation phase and a reporting phase during the COVID-19 lockdown and present potential implications for online PBL course design. Study design/methodology/approach: A survey was conducted to compare the two instructional PBL settings, i.e. face-to-face and online. Descriptive statistics as well as a general inductive approach for analysing the qualitative data are used to evaluate the results of the survey. Findings: The results show that students appreciated the new small group discussion format in the online PBL course over the whole class discussion in the face-to-face setting and that an online PBL course can help students integrate knowledge and promote the deep learning approach. Originality/value: The study contributes to PBL research by examining student and faculty experiences in a case-based PBL course. A new instructional online PBL course design is presented, with the main change in the reporting phase. The study shows that the shift from physical to online setting has no detectable negative impact on the ability of students to achieve set learning goals if the PBL approach is slightly modified.
    04B - Beitrag Konferenzschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Analysis of factors contributing to student engagement
    (2020) Caroni, Anna; Nikoulina, Anya; Staley, Larssyn
    Learning engagement is a complex and multifaceted phenomenon. The ability to engage is not inherent but subject to a variety of factors. Motivational readiness as well as contextual factors, such as deep or surface learning approaches, are said to affect student engagement. In this study, we examine the relationship between student engagement and learning styles, as well as contextual factors, such as task types and assessment form and student employment outside the university. Based on a quantitative survey, we conclude that students’ ability to engage in deep learning is interrelated with their engagement, learning style and their motivation to start their studies. In addition, our findings indicate that student’s engagement in deep learning is driven by personal development, work ethic or learning strategy. The results of the study confirm that engagement is dependent on many factors, which must be understood and taken into consideration when teaching.
    06 - Präsentation
  • Kein Vorschaubild vorhanden
    Publikation
    Three papers on information economics and management accounting
    (Universität Basel, 2019) Caroni, Anna
    This thesis consists of three chapters. The first is entitled ’Sequential Information Acquisition in a Team’, the second ’A sequential information acquisition model with two agents’ and the third is entitled ’Convertible Debt, Ownership Structure and the Accounting System’. All of the three chapters focus on the use of information regarding an investment or converting decision. Information is the key element for efficient decision-making. The precision and, consequently, the extent of the information content is as important for any player in our economy as cost-effectiveness.
    11 - Studentische Arbeit