The Potential of Blockchain Technology in Higher Education as Perceived by Students in Serbia, Romania, and Portugal
Abstract
:1. Introduction
- What significant opportunities do HEI gain if they implement blockchain technologies?
- What significant challenges do HEI face when they implement blockchain technologies?
2. Literature Review
- A fixed mindset: It is easy to eliminate students from the educational system because they do not meet the criteria. Nevertheless, a better approach will be developed to change the paradigm, mentoring, and guidance to determine necessary student behavior transformation.
- Results-only: The results are significant for sustainability, but we all learn from “trying and making mistakes”. It is advisable to let students experiment in a controlled environment and see the consequences of their tests and behavior. Learning from mistakes sets a strong trace on the neural system and determines a long-time learning effect.
- Elitism: The teacher’s talent might be proven when they can teach for gifted minds, destined for greatness, and for ordinary students, too.
- Self-righteousness: The rules assumed by this research are fundamental in everyday life/education, but there are exceptions when the student faces emotional problems, and the teacher must cope with them.
- Detachment: Detaching from things one fears losing helps to maintain an equilibrium. Some students exhibited desperate gestures when receiving negative feedback from the teacher. Nevertheless, at the same time, rewarding goals maintain student interest and engagement in their struggle to succeed. Detached teachers are mentors who call in each day because they no longer feel connected with their students.
- Lack of nuance: When spending years gaining wisdom, more nuances appear to reach high performance. Being wildly convinced by one idea means that there is a lack of knowledge or perspective.
- Lack of creativity: Prescriptive and rules-bound education ensures a coherent educational system, but sustainable innovation within this system stimulates critical thinking, creativity, communication, collaboration are essential issues.
- Compassion: Students are not robots. They need to be encouraged to step over mental, psychological, emotional, and physical barriers in certain moments.
- Co-creation: The journey and the discovery do not lay out a systematic framework. The teacher may stimulate student interest through inquiry and experimental learning. It does not insist on rigid lesson plans. Sometimes the student can discover their identity and grow in their wisdom.
- Character: The education target should be acquiring a skill set and focusing on the student’s personality. In most educational systems, this mindset is often missing. Some examples of the education system that can make better people are Singapore, Japan, China, etc.
- Perseverance: The students give more significance to the results obtained with struggle than those gained without effort. The student’s attitude must be of sticking with it until they get it right. When students are humble enough to admit they have made a mistake, they can grow.
- Just enough help: Great teachers know when to step out of the way and allow their students to thrive. In this approach, the teacher proved that being a facilitator or a “guide on the side” did not make them less influential but made the teaching more impactful.
- Potential: Teachers can see the potential in students that even the students do not yet believe; they know how to encourage them.
- Simplicity: The great discoveries show that sometimes wisdom is simple, for example, Einstein, who proved gravity. Likewise, proverbs are profound, simple, and reflect reality.
- Mindfulness: The teachers must encourage students to be action-oriented and help them manage their emotions and mind flow in agitated moments.
- Experiential learning: The teachers must create the experiences that allow students to thrive.
- Blockchain is a distributed network of computer systems. Therefore, data breaches are very difficult to carry out.
- Blockchain generates hash codes related to each block. Therefore, it is challenging to implement cyber-attacks.
- Each block’s hash will be modified by manipulating data, and the blockchain becomes invalid.
- Stages of Blockchain implementation are:
- Identifying clear goals and setting priorities for achieving them;
- Making a prototype for implementation and setting a deadline for it;
- Creating an early application and testing it to obtain feedback to correct errors; and
- Launching the application for the public in general and cross-assessment of the results using the benchmark.
3. Materials and Methods
4. Results
4.1. Survey Research: Data and Variables
4.2. Research Process
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Conceptual framework | Methods | |||
Virtual reality [VR] and augmented reality [AR] were considered scientific tools that help the learning process in different fields [49]. | Massive online open courses [MOOCs] were seen to engage and motivate massive audiences, especially those related to dropping out of school [4]. There are strategies, such as social networking and digital storytelling, to ensure open education [50]. | An application of game design, in non-game scenarios, to solve problems or change the behavior [51]. It was also considered as a critical pedagogical tool to improve student motivation [50] In addition, gamification design impacts users’ development and learning performance of users [4] | Videoconferences | |
Simulation | X | X | X | |
Experimenting | X | X | X | |
Teaching by doing | X | X |
Platform Services | Tutellus | SGE | Edgecoin | |||
---|---|---|---|---|---|---|
Content library | x | An excellent platform for online educational collaboration. Initially for Spanish-speaking countries, from 2019 available in other languages | X | Integrated platform to support the educational system | x | The world’s first Educational Stable Coin offers an open payment system for educational institutions. Associated with the stable coin, the platform offers “Gradecoin”, a fluctuating coin that allows students to “earn while they learn.” |
B2B paradigm | x | X | x | |||
Tokens | x | x | ||||
Collaborative learning | x | x | ||||
Job opportunities | X | Integrated platform to support an educational system | ||||
E-Certificate | X | x | ||||
Scoring system | X | |||||
Store personal data | X | x |
HEI | Courses | Results |
---|---|---|
Technical University of Madrid, Spain [54] | Engineering education, Information and Communication Technologies | The incorporation of virtual methodologies improved the learning process and the motivation of students in engineering MOOCs |
Universidade Aberta [50] | Aula aberta em 2013 | Gamification, as well as other innovative strategies (e.g., digital storytelling), can help the sustainability of HE at institutions such as the Aberta University |
Open University e EADTU (Holanda), Universidade Aberta (Portugal), Universidad de Oviedo (Spain), Universidade de Zaragoza (Spain) [55] | Integrated into the ECO European project | ECO MOOCs, massive, open, and online courses |
Science Museum, AgriTech Centre of Excellence, University of Adelaide, The Holy Quran Academy [56] | VR/AR | The use of technology in schools, in the field of education, provides the students with unlimited learning and development opportunities |
Online Course Platforms—MOOCs [57]; | Canvas Network, Coursera, FutureLearn, Cognitive Class | Provides predominantly free and self-paced online classes; users can pursue coursework at their own pace with no time restrictions for completion; addresses information from different fields; low-cost online academic programs |
Variable Name | Code of Indicator | Indicator Name |
---|---|---|
Student Learning Performance | V2 Collaborative | V2 Collaborative work enhances learning performance |
V2 Motivation | V2 Motivation enhances learning performance | |
V2 Engagement | V2 Engagement enhances learning performance | |
V2 MOOCs | V2 MOOCs enhances learning performance | |
V2 AR | V2 AR enhances learning performance | |
V2 VR | V2 VR enhances learning performance | |
V2 Gamification | V2 Gamification enhances learning performance | |
V2 Online class | V2 Online classes enhance learning performance | |
Blockchain | V1 MOOCs | V1—Blockchain is used in HE for the massive audience [MOOCs] |
V1 AR | V1—Blockchain is used in HE for the massive audience [AR] | |
V1 VR | V1—Blockchain is used in HE for the massive audience [VR] | |
V1 Gamification | V1—Blockchain is used in HE for the massive audience [Gamification] | |
V1Videoconferences | V1—Blockchain is used in HE for the massive audience. [Videoconferences] |
Reflexive Construct | Composite Reliability | Cronbach’s Alpha | AVE | R Square |
---|---|---|---|---|
(>0.7) | (>0.7) | (>0.5) | (>0.5) | |
V1Blockchain | 0.918 | 0.934 | 0.624 | |
V2LernPerform | 0.928 | 0.918 | 0.703 | 0.551 |
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Kuleto, V.; Bucea-Manea-Țoniş, R.; Bucea-Manea-Țoniş, R.; Ilić, M.P.; Martins, O.M.D.; Ranković, M.; Coelho, A.S. The Potential of Blockchain Technology in Higher Education as Perceived by Students in Serbia, Romania, and Portugal. Sustainability 2022, 14, 749. https://doi.org/10.3390/su14020749
Kuleto V, Bucea-Manea-Țoniş R, Bucea-Manea-Țoniş R, Ilić MP, Martins OMD, Ranković M, Coelho AS. The Potential of Blockchain Technology in Higher Education as Perceived by Students in Serbia, Romania, and Portugal. Sustainability. 2022; 14(2):749. https://doi.org/10.3390/su14020749
Chicago/Turabian StyleKuleto, Valentin, Rocsana Bucea-Manea-Țoniş, Radu Bucea-Manea-Țoniş, Milena P. Ilić, Oliva M. D. Martins, Marko Ranković, and Ana Sofia Coelho. 2022. "The Potential of Blockchain Technology in Higher Education as Perceived by Students in Serbia, Romania, and Portugal" Sustainability 14, no. 2: 749. https://doi.org/10.3390/su14020749
APA StyleKuleto, V., Bucea-Manea-Țoniş, R., Bucea-Manea-Țoniş, R., Ilić, M. P., Martins, O. M. D., Ranković, M., & Coelho, A. S. (2022). The Potential of Blockchain Technology in Higher Education as Perceived by Students in Serbia, Romania, and Portugal. Sustainability, 14(2), 749. https://doi.org/10.3390/su14020749