Disruptive technology and a generation with an increased interest in using that technology to aid their learning has caused a need to change the current educational landscape. Student Response Systems are a contemporary means to integrate digital technology in the modern classroom. The purpose of this qualitative study is to examine the perspectives that impact students' engagement when using Student Response Systems in a technology enhanced classroom environment. The study was guided by qualitative methods of inquiry through nonparticipant observations, examination of the course material, and semi-structured interviews. The in-depth interviews (n = 14) were conducted with graduate students who participated in the technology enhanced flipped classroom (TEFC) during their STEM degree studies in southern Sweden. The collected data were analyzed through the means of content analysis. The results of the study show that Student Response Systems are an effective and innovative method to increase students’ engagement in the classroom and embrace a modern learning environment. The participants expressed a positive impact on their willingness to participate in classroom discussions and share their respective views. A drawback that was mentioned is the dissatisfaction to invest more time in preparation ahead of the discussion, compared to lecture-based learning. The Student Response Systems increased the graduate students’ esteem to comfortably engage in classroom discussions and offers educators an additional tool to enhance their current pedagogical methods. The study contributes to the body of knowledge by closing an identified research gap that lacks perceptions from graduate students in a STEM program in southern Sweden. There are a few limitations that the reader should consider. The collected data pertains to graduate-level studies in a STEM degree program. Further, ample data were collected through multiple sources; however, the reflections are limited to 14 interview participants and are, therefore, not generalizable to other populations than those examined in the context.

Distance education hype has created a lot of speculation among educators on how it could facilitate and support formal learning, when the unprecedented global pandemic Covid-19 in early 2020 evidently highlighted the pressing need for this education method. Distance education is not a new phenomenon and the flipped classroom concept is also a wellresearched method. However, there have been rather few studies about the applied flipped classroom approach with support of technology within the distance-learning paradigm. There were claims that suggest a variety of advantages for flipped classroom. This is while available publications were lacking the perspective of the primary beneficiary (the students), and focusing on the advantages of Technology-Enhanced Flipped Classroom (TEFC) in distance education, specially when it comes to such pandemic situations as Covid-19. This study contributes by critically exploring how distance students perceive the usefulness of the TEFC approach to support their studies, and perceive the benefits and limitations of this approach, compared with other means. The empirical data for this qualitative research was collected through semi-structured interviews that were preceded by a preliminary observational study. By the means of a thematic analysis, three major themes were identified that offered a broader insight into the students' perspective with regards to the benefits and challenges of the TEFC concept. The findings revealed that the discussion-based sessions in flipped classrooms enables or assisted students to foster the knowledge transfer and advance the ability to contribute in and influence on the discussion flow. This confirms the earlier claims concerning a positive perception of the flipped classroom concept in formal learning process. This research discovered that TEFC is a viable tool to support learning in a pandemic situation by empowering students and facilitating constructivism through communication and enhancement of cognitivism.

Facebook is growing fast in various fields including education field. Most studies showed that today students in higher education use Facebook to communicate, cooperating and finding solutions. The main purpose of this study is to investigate and reflect on students' perspectives regarding the use of Facebook and its influence on students' collaborative learning, motivation of communication, and peer connection, in higher education. Concerning to the purpose of the study, how students perceive using Facebook to support peer interaction and educational learning. In addition, students' perspective on the benefits and limitations of using Facebook in educational learning were investigated. A qualitative interpretative research study was conducted and data was collected through interviews. The main results showed both benefits and limitations of using Facebook followed by a set of strategic suggestions that would be beneficial for students, universities, and this research area to associate with a set of standards for Facebook usage in higher education.

In this research–in–progress paper, we employ design science research to articulate design knowledge for chatbots in higher education practice. We conducted a literature review to factor previous research into the design process. In addition, we performed a content analysis of student e-mails and forum posts from four instances of a basic Java programming course. Drawing from literature and data, we present a conceptual architecture for chatbots in higher education, discuss its rationale, and provide a proof-of-concept implementation. We conclude with a discussion including tentative design recommendations and a plan for continued research.