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Fulltext What is needed to build a personalized recommender system for K-12 students' E-Learning? Recommendations for future systems and a conceptual framework

Zayet TMA, Ismail MA, Almadi SHS, Zawia JMH, Mohamad Nor A

Educ Inf Technol (Dordr), 2023;28(6):7487-7508.
PMID: 36532791 DOI: 10.1007/s10639-022-11489-4

Online learning has significantly expanded along with the spread of the coronavirus disease (COVID-19). Personalization becomes an essential component of learning systems due to students' different learning styles and abilities. Recommending materials that meet the needs and are tailored to learners' styles and abilities is necessary to ensure a personalized learning system. The study conducted a systematic literature review (SLR) of papers on recommendation systems for e-learning in the K12 setting published between 2017 and 2021 and aims to identify the most important component of a personalized recommender system for school students' e-learning. Recommendations for later studies were proposed based on the identified components, namely a personalized conceptual framework for providing materials to school students. The proposed framework comprised four stages: student profiling, material collection, material filtering, and validation.
Fulltext The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic

Anthonysamy L

Educ Inf Technol (Dordr), 2021;26(6):6881-6899.
PMID: 33897268 DOI: 10.1007/s10639-021-10518-y

The primary objective of this study is to evaluate the relationship between the use of metacognitive strategies and learning performance in online learning among university students. The global lockdown due to the Covid-19 global pandemic outbreak has resulted in major interruptions in students' learning and education at all levels around the world. One of the consequences of university closures is that students suddenly find themselves having a lot more responsibility for their learning. Surprisingly, many students are not fully equipped with the relevant skills to excel in online learning despite being born into technology. Students are not aware of how to look inward to examine how they learn and to judge which methods are effective especially when faced with new forms of learning online because they lack metacognitive skills. Metacognition is crucial to the talent of learning. Although many researchers affirmed that metacognitive skills are crucial in any learning, a study on the impact of the use of metacognitive strategies on learning performance is still rudimentary. The study was carried out with 770 university IT students who have taken at least one online learning course. Data was collected using a self-administered instrument that was adapted from multiple sources. Three hypotheses were formulated and structural equation modeling was employed to conduct path modeling analysis. The findings from this study affirmed that students who use metacognitive strategies in online learning are indeed capable of evaluating their understanding of the course content and are capable of adding more effort in regulating their learning process. In view of the findings, this study will be useful for course instructors and students to establish practices on how to utilise metacognitive strategies to enhance students' learning performance as those lacking in metacognition may find themselves at a huge disadvantage.
Fulltext The usability evaluation on mobile learning apps with gamification for middle-aged women

Mohtar S, Jomhari N, Omar NA, Mustafa MBP, Yusoff ZM

Educ Inf Technol (Dordr), 2023;28(1):1189-1210.
PMID: 35912038 DOI: 10.1007/s10639-022-11232-z

Mobile learning and gamification are becoming increasingly popular, especially in education. Numerous researches suggest that mobile learning apps with gamification can improve student learning. However, there are fewer studies that analyze the gamification effects and usability of mobile apps for middle-aged women. The aim of this study is to propose a new mobile learning app with gamification aspects for the use of middle-aged women in memorizing Arabic words. In the preliminary study, pre and post-tests were conducted to determine the effect of the use of the gamification application on 61 middle-aged women using Kahoot! game. The results from the Kahoot! game shows that participants enjoy learning and can memorize Arabic words effectively, indicating that gamification can motivate learning among middle-aged women. Then the usability of a new mobile app prototype containing learning notes and quizzes for user self-learning purposes was evaluated using three (3) criteria namely effectiveness, efficiency, and satisfaction. The considered indicators to measure the application's effectiveness are (a) tapping behaviour (number of taps used to perform a specific task), (b) number of attempts (how many times users tried to complete the task successfully), and (c) quiz score (score obtained by user after self-learning using the mobile app). Two variables were used to measure the efficiency of the application: the duration of task completion and the number of requests for help. In order to evaluate the satisfaction, a questionnaire was used to determine how respondents rated the mobile app's usability. The usability evaluation results show that the proposed mobile app was effective as users could utilize all the modules provided and successfully answer the quiz questions.
Fulltext The evaluation of chatbot as a tool for health literacy education among undergraduate students

Mokmin NAM, Ibrahim NA

Educ Inf Technol (Dordr), 2021;26(5):6033-6049.
PMID: 34054328 DOI: 10.1007/s10639-021-10542-y

This study discussed and evaluated the usefulness, performance, and technology acceptance of a chatbot developed to educate users and provide health literacy. A semi-structured interview and analytic sessions were provided on Google Analytics dashboard, and the users' acceptance toward the technology was measured using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A total of 75 undergraduate students were involved over a total period of two months. Each respondent explored the health chatbot actively to get advice from it with a phrase that matched the chatbot's intents via mobile devices. The evaluation results showed that 73.3% of the respondents found that the chatbot can help understand several health issues and provide a good conversation. The performance evaluation also showed that the chatbot contributed a low percentage of exit, where less than 37% of users exited the application. The overall assessment showed that the developed chatbot has a significant potential to be used as a conversational agent to increase health literacy, especially among students and young adults. However, more research should be done before the technology can replace humans in a real setting.
Fulltext Text presentation or video: Malaysian university students' preferences with synchronous and asynchronous learning

Azar AS, Tan NHI

Educ Inf Technol (Dordr), 2023 May 04.
PMID: 37361839 DOI: 10.1007/s10639-023-11796-4

In overcoming the obstacles of online learning with the current Covid-19 pandemic crisis, synchronous and asynchronous learning has been a significant part of teaching strategies applied by educators to construct a collaborative online environment with Malaysian university students. Synchronous learning has always been the most effective strategy for social learning, while asynchronous learning allows students to learn on their own schedule. Moreover, despite having many educational platforms created for higher educational settings, the practicality of selection between two teaching-learning approaches of text-presentation and video is still a debate among teachers/ lecturers with students' learning styles. Therefore, this paper explored Malaysian university students' preferences between synchronous and asynchronous learning modes with text-presentation or video. Qualitative and quantitative data from 178 participants from both public and private universities were collected via open and close-ended questions in the designed questionnaire. The findings indicated that 68% of the students preferred synchronous learning mode compared to asynchronous. Meanwhile, 39% of the students favoured both text-presentation and video learning tools to be implemented in synchronous and asynchronous approaches as it provided them better opportunities to grasp the learning content better. Thus, it can be concluded that the synchronous learning mode is preferred if only one method is provided as the students highly value the teacher's presence for ease of communication, but students prefer a range of delivery methods. Moreover, the students also displayed a strong preference for applying both text-presentation and video to achieve their learning outcomes. Thus, it is suggested that the university lecturers need to explore and apply interactive pedagogical methods in online teaching-learning process, while contributing to the development of motivation, participation, and engagement among the university students in acquiring their subjects. As such, the findings of this study have informed the pedagogical implications, and further studies are mandatory.
Fulltext Predicting students' performance in English and Mathematics using data mining techniques

Roslan MHB, Chen CJ

Educ Inf Technol (Dordr), 2023;28(2):1427-1453.
PMID: 35919875 DOI: 10.1007/s10639-022-11259-2

This study attempts to predict secondary school students' performance in English and Mathematics subjects using data mining (DM) techniques. It aims to provide insights into predictors of students' performance in English and Mathematics, characteristics of students with different levels of performance, the most effective DM technique for students' performance prediction, and the relationship between these two subjects. The study employed the archival data of students who were 16 years old in 2019 and sat for the Malaysian Certificate of Examination (MCE) in 2021. The learning of English and Mathematics is a concern in many countries. Three main factors, namely students' past academic performance, demographics, and psychological attributes were scrutinized to identify their impact on the prediction. This study utilized the Orange software for the DM process. It employed Decision Tree (DT) rules to determine the characteristics of students with low, moderate, and high performance in English and Mathematics subjects. DT and Naïve Bayes (NB) techniques show the best predictive performance for English and Mathematics subjects, respectively. Such characteristics and predictions may cue appropriate interventions to improve students' performance in these subjects. This study revealed students' past academic performance as the most critical predictor, as well as a few demographics and psychological attributes. By examining top predictors derived using four different classifier types, this study found that students' past Mathematics performance predicts their MCE English performance and students' past English performance predicts their MCE Mathematics performance. This finding shows students' performances in both subjects are interrelated.
Predicting behavioral intention to use e-learning system: A case-study in Begum Rokeya University, Rangpur, Bangladesh

Humida T, Al Mamun MH, Keikhosrokiani P

Educ Inf Technol (Dordr), 2021 Aug 14.
PMID: 34413694 DOI: 10.1007/s10639-021-10707-9

Digital transformation and emerging technologies open a horizon to a new method of teaching and learning and revolutionizes the e-learning industry. The goal of this study is to scrutinize a proposed research model for predicting factors that influence student's behavioral intention to use e-learning system at Begum Rokeya University, Bangladesh. The study used quantitative approach and developed a research model based on several technological acceptance models. In order to test the model, a survey was conducted to obtain data from 262 university students. SEM-PLS, a multivariate statistical analysis technique, was used to analyze the responses to examine the model, factors, structural relationships, and hypotheses. The result shows that 'perceived usefulness' and 'perceived ease of use' positively and significantly influenced by 'perceived enjoyment'. Furthermore, 'perceived usefulness', 'perceived ease of use' and 'facilitating condition' have a significant impact to predict behavioral intention to use e-learning. The results of mediation analysis show that 'perceived usefulness' and 'perceived ease of use' have mediating effects between the predictors and the outcome. Finally, 'facilitating condition' have a remarkable moderating effect to predict the student's behavioral intention in using e-learning. The findings have a noteworthy empirical implication for educational institutions to introduce e-learning system as one of the teaching and learning tools.
Fulltext Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics

Kabilan MK, Annamalai N, Chuah KM

Educ Inf Technol (Dordr), 2023 Apr 04.
PMID: 37361777 DOI: 10.1007/s10639-023-11723-7

Literature emphasizes that gamification significantly enhances students' engagement in learning and their motivation level. Studies have also examined the benefits of gamification in learning across different levels of education. However, the focus on academics' pedagogical understanding, knowledge, and skills and how they utilize these in planning and carrying out their gamified lessons particularly in the context of higher education, are not well researched. A mixed-methods study was conducted at a Malaysian public university with the aim of uncovering the practices, purposes, and challenges of integrating gamification via technology from the academics' perspective. Findings show the academics' practices of gamification could be further enhanced and their pedagogical considerations revolve around five main themes: (i) motivating students' learning; (ii) facilitating thinking skills and solving problems; (ii) engaging students' learning; (iv) facilitating interactions and (v) achieving specific teaching and learning goals. Based on the findings, the researchers proposed two models that would be able to facilitate and enhance academics' pedagogical knowledge and skills in integrating gamification for students' learning.
SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-023-11723-7.
Fulltext Mediating effect of behavioural intention on podcast acceptance

Ifedayo AE, Ziden AA, Ismail AB

Educ Inf Technol (Dordr), 2021;26(3):2767-2794.
PMID: 33223925 DOI: 10.1007/s10639-020-10385-z

This research contributes to knowledge in mediating effect of lecturers' behavioural intention towards the acceptance of podcasts technology in universities. A cross-sectional quantitative research design was involved in this study. Also, a total of eight hundred and twenty-nine (829) lecturers participated in this research from three different south-west Nigeria Federal universities. The research instrument was titled lecturer's acceptance questionnaire (LAQ) with a calculated Cronbach's alpha of .919, which confirmed the instrument validity. The gathered data was analysed by using both descriptive and inferential statistics. The formulated hypothesis was tested at .05 level of significance. The result from descriptive analysis of data suggested that behavioural intention was at a low level among lecturers and the results of hypothesis testing revealed the effect of behavioural intention as partial mediator of podcast acceptance. Based on these findings relevant conclusions and recommendations were suggested in this research.
Fulltext Investigating science teachers' intention to adopt virtual reality through the integration of diffusion of innovation theory and theory of planned behaviour: the moderating role of perceived skills readiness

Al Breiki M, Al Abri A, Al Moosawi AM, Alburaiki A

Educ Inf Technol (Dordr), 2023;28(5):6165-6187.
PMID: 36406791 DOI: 10.1007/s10639-022-11367-z

This study contributes to the extant literature on instructional technology by investigating the relationships between the social and personal factors and behavioral intention to use virtual reality. Moreover, the current study examined the links between perceived characteristics of virtual reality and attitude and the moderating role that can be played by perceived skills readiness between those links. Inspired by the Theory of Planned Behaviour and Diffusion of Innovation Theory, a set of hypotheses was formed to test the proposed relationships using structural equation modeling partial least square to a sample of 171 science teachers in Oman. The results showed that attitude, social norms and perceived behavioral control can predict behavioral Intention to use virtual reality with attitude as the strongest predictor. Furthermore, the results indicated that relative advantage could predict attitude towards using virtual reality while compatibility and observability cannot. Finally, perceived skills readiness can strengthen the relationship between the perceived characteristics of virtual reality applications (relative advantage, compatibility and observability) and attitude towards using the virtual reality in the science classroom. Thus, this study highlights the importance of focussing on science teachers' skills readiness to use virtual reality so that they can use it confidently. Implications and future research studies are discussed.
Fulltext Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review

Bizami NA, Tasir Z, Kew SN

Educ Inf Technol (Dordr), 2023;28(2):1373-1425.
PMID: 35919874 DOI: 10.1007/s10639-022-11243-w

Blended learning is widely known for its ability to improve learning, nevertheless little is still known about the best ways of designing effective blended learning environment which can support immersive learning such as greater learning experience and accessibility to education. In this respect, this study investigates the mapping of the principles of three Education 4.0 innovative pedagogies, namely, heutagogy, peeragogy, and cybergogy, with the capabilities of three technological learning tools, that is, Facebook (FB), Learning Management System (LMS), and Blog, via a systematic literature review technique. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used as the methodology, and the literature was further selected using Gough's Weight of Evidence criteria, resulting in 59 studies. The results show that cognitive factor is the most linked pedagogical principle to the four main capabilities of technological learning tools, that is, time, self-related, learning task, and learning community-related. This mapping is useful for instructors to plan learning and teaching by choosing the technological learning tools that match with appropriate Education 4.0 pedagogies for optimising the immersive blended learning practices.
Fulltext Influencing factors of Chinese EFL students' continuance learning intention in SPOC-based blended learning environment

Jiang L, Liang X

Educ Inf Technol (Dordr), 2023 Mar 28.
PMID: 37361808 DOI: 10.1007/s10639-023-11734-4

The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students' continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students' continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students' continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students' continuance learning intentions in China and elsewhere.
Fulltext Implementation of a hepatitis-themed virtual escape room in pharmacy education: A pilot study

Krishnan S, Blebil AQ, Dujaili JA, Chuang S, Lim A

Educ Inf Technol (Dordr), 2023 Apr 05.
PMID: 37361790 DOI: 10.1007/s10639-023-11745-1

As we enter a world of blended learning in higher education, an increased need for adaptation of teaching strategies to enhance engagement has been recognised to amplify learning outcomes online. Gamification has been identified as a creative tool to engage the current cohort of learners who are also characteristically tech-savvy. To this end, escape room games have gained considerable traction in medical and pharmacy education to promote learning, critical thinking and teamwork. In this pilot study we describe the implementation of a 60-minute, web-based hepatitis-themed escape room game within a Year 3 Pharmacotherapy unit at Monash University. A total of 418 students participated in this activity. Students' knowledge gain on the topic was assessed through a pre- and post-intervention assessment, whereby a statistically significant improvement was seen in the knowledge score following implementation of the gaming activity (58.66% pre-intervention vs. 72.05% post-intervention, p
Fulltext I am Alexa, your virtual tutor!: The effects of Amazon Alexa's text-to-speech voice enthusiasm in a multimedia learning environment

Liew TW, Tan SM, Pang WM, Khan MTI, Kew SN

Educ Inf Technol (Dordr), 2023;28(2):1455-1489.
PMID: 35967831 DOI: 10.1007/s10639-022-11255-6

Modern text-to-speech voices can convey social cues ideal for narrating multimedia learning materials. Amazon Alexa has a unique feature among modern text-to-speech vocalizers as she can infuse enthusiasm cues into her synthetic voice. In this first study examining modern text-to-speech voice enthusiasm effects in a multimedia learning environment, a between-subjects online experiment was conducted where learners from a large Asian university (n = 244) listened to either Alexa's: (1) neutral voice, (2) low-enthusiastic voice, (3) medium-enthusiastic voice, or (4) high-enthusiastic voice, narrating a multimedia lesson on distributed denial-of-service attack. While Alexa's enthusiastic voices did not enhance persona ratings compared to Alexa's neutral voice, learners could infer more enthusiasm expressed by Alexa's medium-and high-enthusiastic voices than Alexa's neutral voice. Regarding cognitive load, Alexa's low-and high-enthusiastic voices decreased intrinsic and extraneous cognitive load ratings compared to Alexa's neutral voice. While Alexa's enthusiastic voices did not impact affective-motivational ratings differently from Alexa's neutral voice, learners reported a significant increase of positive emotions from their baseline positive emotions after listening to Alexa's medium-enthusiastic voice. Finally, Alexa's enthusiastic voices did not enhance the learning performance on immediate retention and transfer tests compared to Alexa's neutral voice. This study demonstrates that a modern text-to-speech voice enthusiasm can positively affect learners' emotions and cognitive load during multimedia learning. Theoretical and practical implications are discussed through the lens of the Cognitive Affective Model of E-learning, Integrated-Cognitive Affective Model of Learning with Multimedia, and Cognitive Load Theory. We further outline this study's limitations and recommendations for extending and widening the text-to-speech voice emotions research.
Fulltext Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review

Dahalan F, Alias N, Shaharom MSN

Educ Inf Technol (Dordr), 2023 Jan 12.
PMID: 36688221 DOI: 10.1007/s10639-022-11548-w

Games have been used as a learning tool for centuries. Gamification and game-based learning are becoming more prominent in educational settings for several reasons. When it comes to learning, being focused and immersed can massively improve a student's experience. The purpose of this study is to map the emerging trends of gamification and game-based learning (GBL) in the Vocational and Education Training (VET) sector. For this purpose, a Systematic Literature Review was conducted through the three most relevant scientific databases - Web of Science, Scopus, ScienceDirect, and PubMed with Google Scholar as a supporting database. The obtained sample was further selected following the PRISMA guidelines with screening and eligibility processes conducted based on inclusion criteria that were defined with consideration to the research's aim. This review comprised seventeen studies. The findings revealed a growing interest in the Asian continents in research from 2020 onwards. Furthermore, most of the study is centred on vocational schools and colleges in the engineering and healthcare fields. According to the overview, the digital learning platform and simulation technology are the most promising tools used in the research. The findings support the conclusion that gamification and game-based learning can improve academic performance, engagement, and motivation in vocational education learners. As a result, this study suggests that more research is needed to determine the gamification strategies that are most suited for vocational education and learning.
Fulltext Flipped classroom in the second decade of the Millenia: a Bibliometrics analysis with Lotka's law

Kushairi N, Ahmi A

Educ Inf Technol (Dordr), 2021;26(4):4401-4431.
PMID: 33686330 DOI: 10.1007/s10639-021-10457-8

This paper aims to examine the current dynamics of the flipped classroom studies and to propose a direction for future research for the field. Using a bibliometric approach, we observe a sample of 1557 documents from the Scopus database to identify research activity on the flipped classroom. The keywords "flipped classroom" and "flipped learning" have been executed in the search query. We presented the earlier stage of research in the flipped classroom, the subsequent trends, publications status based on source title, country and institution and examined citations pattern of the publication. We also discuss the themes based on the occurrences and terms of the keywords, title and abstract of the documents. This paper also predicts the future study in the flipped classroom using Lotka's law. We found that the pattern distribution of the author's contribution fits with the law. We conclude by suggesting a few potential research directions on the flipped classroom. Research on flipped classroom focuses on approaches, strategies and effectiveness perceived by practitioners and learners with relatively less attention on author's contribution and the prediction on their future and sustainable contribution and networking in guaranteeing the survival and expansion of flipped classroom approach for the coming decades.
Fulltext Evaluation of digital competence level among educators in UAE Higher Education Institutions using Digital Competence of Educators (DigComEdu) framework

Muammar S, Hashim KFB, Panthakkan A

Educ Inf Technol (Dordr), 2023;28(3):2485-2508.
PMID: 36035975 DOI: 10.1007/s10639-022-11296-x

Digital competence has become an important issue in academia owing to the advent of various communication tools. This study used a standardized questionnaire based on the Digital Competence of Educators (DigCompEdu) framework, which is a validated comprehensive framework, and its associated assessment tool. This tool was designed to assess professional skills of faculties in higher education institutes in United Arab Emirates (UAE) in terms of their abilities to use information and communication technology (ICT) and current digital competences in their teaching and educational practices. We conducted an online survey to help participants reflect on their strengths and weaknesses while using digital technologies in education to find correlation between them, thus helping teachers determine their relative strengths and identify areas that need more attention.
Fulltext Digital divide among B40 students in Malaysian higher education institutions

Devisakti A, Muftahu M, Xiaoling H

Educ Inf Technol (Dordr), 2023 May 24.
PMID: 37361786 DOI: 10.1007/s10639-023-11847-w

While technological advances have led to digital transformation in many higher education institutions (HEIs), digital divide, especially among students in developing nations, is becoming a growing concern. This study aims to investigate the use of digital technology among B40 students (students from the lower socioeconomic backgrounds) in Malaysian HEIs. Specifically, this study intends to investigate how perceived ease of use, perceived usefulness, subjective norms, perceived behavioural control, as well as gratification constructs significantly affect digital usage among B40 students in Malaysian HEIs. This study used the quantitative research method with an online questionnaire which received 511 responses. SPSS was employed for demographic analysis, while Smart PLS software was used for structural model measurements. This study was based on two theories: planned behaviour theory and uses and gratification theory. The results showed that perceived usefulness and subjective norms significantly influenced the digital usage of the B40 students. In addition, all three gratification constructs indicated a positive effect on the students' digital usage.
Fulltext Development and empirical study of international student satisfaction model of online course learning interaction in chinese universities

Wang X, Hassan AB, Pyng HS, Ye H

Educ Inf Technol (Dordr), 2023 May 22.
PMID: 37361823 DOI: 10.1007/s10639-023-11752-2

COVID-19 has disrupted education internationalisation around the world, making online learning a necessary means of learning. This study proposes an International Student Satisfaction Index Model (ISSM) on the interaction of online international courses in Chinese universities, aiming to investigate the potential factors that affect international students' online learning interaction. Based on the large-scale online course practice in Chinese universities during the pandemic, this study adopted a stratified random sampling method to select 320 international students participating in online courses as a research sample. The model proposed in this study includes four antecedent variables, one target variable, and one outcome variable. This study is quantitative, using SPSS26.0 and AMOS 21.0 to analyse the collected empirical data, and the results verify the nine research hypotheses proposed and the applicability of the online course international students' satisfaction index model (ISSM) proposed. The research results provide strong theoretical and practical support for international students' satisfaction with online course learning interaction, which is conducive to the reform of online courses and improving international students' retention rate in the online course.
Fulltext Data science technology course: The design, assessment and computing environment perspectives

Ismail A, Mutalib S, Haron H

Educ Inf Technol (Dordr), 2023 Jan 24.
PMID: 36714440 DOI: 10.1007/s10639-022-11558-8

This article discusses the key elements of the Data Science Technology course offered to postgraduate students enrolled in the Master of Data Science program. This course complements the existing curriculum by providing the skills to handle the Big Data platform and tools, in addition to data science activities. We tackle the discussion about this course based on three main requirements, which are related to the need to exploit the key skills from two dimensions, namely, Data Science and Big Data, and the need for a cluster-based computing platform and its accessibility. We address these requirements by presenting the course design and its assessments, the configuration of the computing platform, and the strategy to enable flexible accessibility. In terms of course design, the offered course contributes to several innovative elements and has covered multiple key areas of the data science body of knowledge and multiple quadrants of the job and skills matrix. In the case of the computing platform, a stable deployment of a Hadoop cluster with flexible accessibility, triggered by the pandemic situation, has been established. Furthermore, through our experience with the implementation of the cluster, it has shown the ability of the cluster to handle computing problems with a larger dataset than the one used for the semesters within the scope of the study. We also provide some reflections and highlight future improvements.

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