Effective Use of E-Learning Technologies to Promote Student Centered Learning Paradigms within Higher Education Institutions

The advancement in Information and Communication Technology (ICT) has brought new opportunities for learning. Tanzania is adopting the new technologies in Higher Education Institutions (HEIs) through e-learning and m-learning. However, delivery of learning contents is becoming a challenge for HEIs due to the constraints in resources and network bandwidth. This study discussed learners’ perceptions on using e-learning applications and mobile devices for learning in three HEIs in Tanzania. Findings show that majority of the students own more than one mobile devices which can be used as a tool for facilitating the learning process. It is suggested that in order to improve e-learning content delivery and accessibility under limited resource settings, HEIs in developing countries should make an effective use of emerging mobile computing technologies which are relevant to their respective environments.

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Student-centered learning: concepts, requirements, ways of implementation

SCIENTIFIC BULLETIN OF FLIGHT ACADEMY. Section: Pedagogical Sciences ◽

10.33251/2522-1477-2021-10-55-63 ◽

2021 ◽

Vol 10 ◽

pp. 55-63

Author(s):

Liliia RIABOVOL ◽

Keyword(s):

Higher Education ◽

Cognitive Activity ◽

Learning Technologies ◽

Educational Process ◽

Educational Legislation ◽

Student Centered ◽

Student Centered Learning ◽

Teachers And Students ◽

Innovative Learning ◽

The Creation

The article establishes that the student-centered approach is a requirement of time, a response to the educational needs of higher education seekers, as well as employers. The purpose of the article is to generalize the concepts, determine the basic properties and requirements of student-centered education on the basis of the analysis of the national legislation and scientific works of domestic scientists. It was found that the essence of the corresponding paradigm is that the applicant for higher education is a conscious, active, full-fledged, responsible subject of his studies and his own life. It is revealed that the main requirements of the student-centered approach are the creation of an educational environment that takes into account the needs, interests, abilities, general characteristics of applicants, focused on them, as well as establishing between teachers and students as the main subjects of the educational process. mutual respect and trust. It is stated that the full implementation of the student-centered approach is possible only by providing a set of organizational and normative (relevant provisions of educational legislation and local regulations) and psychological and pedagogical, including methodological, (forms, methods and technologies of teaching) to enhance cognitive activity VO, therefore, should provide for solving problems, discussing them in a group, forming and justifying their position) conditions. Emphasis is placed on the fact that student-centered learning is learning that requires the creation of opportunities for higher education to build an individual educational trajectory. As a result of the analysis of the domestic educational legislation it is revealed that ways of realization of an individual educational trajectory are a choice by applicants of educational disciplines of not less than 25% of volume of ECTS credits on OP, and also a possibility of a choice of forms, methods, technologies of training. research, etc. Key words: human-centeredness, academic freedom, higher education, educational program, subject of study, innovative learning technologies, individual educational trajectory.

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A Conceptual Model for Institutional Adoption of Learning Technologies in Higher Education

10.29007/9bks ◽

2019 ◽

Author(s):

Mncedisi Mabhele ◽

Jean-Paul Van Belle

Keyword(s):

Higher Education ◽

Conceptual Model ◽

Higher Education Institutions ◽

Education Institution ◽

Learning Technologies ◽

Learning Technology ◽

Approach To Learning ◽

Alternative Approach ◽

E Learning ◽

Institutional Adoption

As learning technologies advance and become more ubiquitous, particularly in e- learning, new opportunities are emerging for higher education institutions to address significant academic and administrative challenges. Driven by increasing competition, changing environments and other market forces, institutions are considering learning technologies in order to thrive and remain relevant. This study gathered insights from existing literature to propose a conceptual model that supports decision making in the adoption of learning technologies by higher education institutions. The conceptual model adopts the Transformative Framework for Learning Innovation as its foundation and superimposes the Emerging Learning Technologies Model. The resulting model provides a clear guidance for higher education institution to achieve five key learning characteristics. This paper found that combining these two approaches provides a logical approach for higher education institutions to address organisational, strategic and learning-specific dimensions in a coherent format. Furthermore, academics and practitioners can benefit from valuable insights in the proposed alternative approach to learning technology adoption.

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Quality Enhancement through Incorporating Studentcentered Learning Methods in Higher Education Institutions (HEIs)

European Scientific Journal ESJ ◽

10.19044/esj.2021.v17n27p39 ◽

2021 ◽

Vol 17 (27) ◽

pp. 39

Author(s):

Guranda Khabeishvili ◽

Nino Tvaltchrelidze

Keyword(s):

Higher Education ◽

Classroom Environment ◽

Higher Education Institutions ◽

Primary Objective ◽

Quality Education ◽

Learning Methods ◽

Student Centered ◽

Student Centered Learning ◽

Key Skills ◽

Student Centeredness

One of the main tasks of higher education institutions is to attract their customers with its quality education. To improve education practices and to meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. Hence, what we teach to our students is not enough, the way we teach them is what matters the most. There are several factors, which can serve as indicators of quality education. The demands, needs, expectations of the learners have changed. Accordingly, the primary goal of education is to provide the quality that ensures contemporary students not only with subject knowledge but also with the key skills needed for the 21st century world. Although the concept of student-centeredness is not new, challenges still exist concerning incorporating all characteristics and elements of the student-centered learning approach in Higher Education Institutions in Georgia. According to the previous studies, it is noticeable that the lack of resources and staff training are some of the hindering factors to create and maintain student-centeredness in HEIs (Tvalchrelidze & Alkesidze, 2019). The paper sheds light on the significance of making the classroom environment student-centered, as it can boost and maintain the quality of education for all students (Harris, Spina, Ehrich & Smeed, 2013; Vavrus, Thomas, Bartlett, 2011). The primary objective of this paper is to identify teachers’ perceptions of student-centered learning, along with the current instructional practices and challenges in the case of Higher Education Institutions in Georgia. Hence, it examines the level of integration of studentcentered strategies in the classrooms. For this reason, the quantitative paradigm was applied, as the methodology for the research. The research was carried out among lecturers from three different universities. The results depict that there is still a gap between the practical application of the student-centered learning methods and the perception of the concept, which can have an impact on ensuring quality education. Based on the gained data, it could be seen that less than 40% of lecturers from three different universities fully integrate student-centered learning methods. Furthermore, the research reveals some barriers that hinder the process of promoting the student-centered learning environment. Consequently, based on the findings the conclusions and recommendations were made. To deal with the hindering factors that were identified through this research, it is vital to modify and enhance institutionallevel approaches.

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Formative research in ubiquitous and virtual environments in Higher Education

Comunicar ◽

10.3916/c51-2017-01 ◽

2017 ◽

Vol 25 (51) ◽

pp. 09-18 ◽

Cited By ~ 2

Author(s):

Cristian Velandia-Mesa ◽

Francisca-José Serrano-Pastor ◽

María-José Martínez-Segura

Keyword(s):

Higher Education ◽

Educational Research ◽

Learning Environments ◽

Formative Research ◽

Student Centered ◽

Student Centered Learning ◽

Multiple Treatment ◽

Quality Of Higher Education ◽

Quasi Experimental ◽

E Learning

The training in research is fundamental in the quality of higher education and within this context, the technological mediation becomes pivotal to reach the student-centered learning objectives in any moment and at any time. The findings of a study, whose purpose has been to evaluate the results of the formative research of two groups of students that have interacted in learning environments (E-learning y U-learning), are presented. The research follows a quasi-experimental study with a design of chronological series and multiple treatment, framed in three stages that were defined as referencing, systematization, and analysis. The sample has been constituted by 189 students of 4th year degree in Childhood Education, at Universidad El Bosque in Bogotá, Colombia. The results reveal that U-learning environments strengthen and consolidate the formative research as a permanent process to learn educational research through the personalization, adaptation, and the situational learning, marking meaningful differences with respect to E-learning environments during the systematization stage. The intervention with U-learning environments has brought challenges and needs in the academic curriculum such as strengthening the link between evaluation and educational research in the field of professional practice, as well as the inclusion of technology to the end of making it something natural, adaptable, and interoperable, in a way that students would use it without even thinking about it. La formación en investigación es fundamental en la calidad de la Educación Superior y en este contexto, la mediación tecnológica resulta esencial para alcanzar objetivos de aprendizaje centrados en el estudiante en cualquier momento y lugar. Se presentan los hallazgos de un estudio cuyo propósito ha sido evaluar los resultados de la investigación formativa de dos grupos de estudiantes que han interactuado en ambientes de aprendizaje E-learning y U-learning. La investigación obedece a un estudio cuasi-experimental con un diseño de series cronológicas y tratamiento múltiple, enmarcada en tres etapas definidas como referenciación, sistematización y análisis. La muestra ha estado constituida por 189 estudiantes de cuarto año de Licenciatura en Educación Infantil de la Universidad El Bosque en Bogotá, Colombia. Los resultados revelan que los ambientes U-learning fortalecen la evaluación y consolidan la investigación formativa como un proceso permanente para aprender investigación educativa por medio de la personalización, adaptación y el aprendizaje situacional, marcando diferencias significativas con respecto a los ambientes E-learning durante la etapa de sistematización. La intervención con ambientes U-learning ha traído consigo retos y oportunidades de innovación en el currículo académico, tales como el fortalecimiento del vínculo entre la evaluación y la investigación educativa en los campos de práctica profesional, así como la inclusión de la tecnología hasta convertirla en algo natural, adaptable e interoperable, de modo que los estudiantes pueden utilizarla sin tan siquiera pensar en ella.

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Distance Learning in Hong Kong

Global Information Technologies ◽

10.4018/978-1-59904-939-7.ch014 ◽

2008 ◽

pp. 148-152

Author(s):

Elvis Wai Chung Leung ◽

Qing Li

Keyword(s):

Hong Kong ◽

Dropout Rate ◽

Learning Technologies ◽

Student Centered ◽

Student Centered Learning ◽

Student Dropout ◽

Knowledge Based ◽

Knowledge Based Economy ◽

Learning Programs ◽

E Learning

In response to the government’s push toward a “knowledge-based economy society”, the development and applications of e-learning technologies have become more and more popular in Hong Kong. E-learning provides a student-centered learning environment and delivers knowledge on-demand with up-to-the-minute information. However, a high student-dropout rate and low satisfaction with the learning processes remain to be the drawbacks currently. In this paper, we review several universities’ initiatives in launching e-learning programs and/or conducting projects in this direction. We also look at some of the trendy directions in addressing the current problems of existing e-learning systems.

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A Reflexive GOAL Framework for Achieving Student-Centered Learning in European Higher Education: From Class Learning to Community Engagement

Societies ◽

10.3390/soc10040075 ◽

2020 ◽

Vol 10 (4) ◽

pp. 75

Author(s):

Costas S. Constantinou

Keyword(s):

Higher Education ◽

Community Engagement ◽

Social Theory ◽

Higher Education Institutions ◽

Independent Learning ◽

Student Centered ◽

Student Centered Learning ◽

Transferable Skills ◽

Organization Structures ◽

European Higher Education

Student-centered learning (SCL) has been acknowledged and supported by research as very important for helping students develop life-long independent learning and transferable skills. Yet the implementation of SCL in European higher education has been patchy where experts in the field call for the need for a framework that could guide higher education institutions (HEIs) in designing and implementing SCL. This paper aims to fill in this identified gap by reflecting on the basic literature and social theory to propose the reflexive GOAL (Goals (vision and objectives), Organization (structures), Actions (immersion into structures and actions), and Learning a culture (instilled through reflexivity)) framework for the implementation of SCL in higher education in its broader sense to encompass elements from in-class learning to extra-curricular and community engagement.

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An evaluation of Ukrainian future teachers’ of humanities readiness for e-education

Revista Brasileira de Educação do Campo ◽

10.20873/uft.rbec.e11577 ◽

2021 ◽

pp. 1-27

Author(s):

Vadym Tkachenko ◽

Vadym Chychuk ◽

Mykola Zakharevich ◽

Yuliia Nenko

Keyword(s):

Higher Education ◽

Distance Learning ◽

Online Education ◽

Higher Education Institutions ◽

Cognitive Activity ◽

Learning Technologies ◽

Learning Technology ◽

Teachers And Students ◽

E Learning ◽

Distance Learning Technologies

The article focuses on the students’ readiness for online education in Ukrainian pedagogical higher education institutions, since distance learning is not only a new learning technology for teachers-to-be, but also the object of their study and further application in the pedagogical career. The study employed the authors’ questionnaires for 120 faculty members and 320 students, observations and diagnostic tests. To assess the students’ current readiness for e-learning, the following criteria were employed: independence in the acquisition of knowledge, cognitive activity, mastering methods of online education activities. Characteristics of levels of students’ readiness for e-learning are given. The need for initial training of teachers and students to use distance learning technologies is confirmed. Analysis of research data revealed mostly medium and sufficient level of teachers’-to-be independence of learning, cognitive activity and experience of application of online educational activities. Basic conceptual positions and conditions for effective e-learning in Ukrainian pedagogical higher education institutions as prerequisites for students’ readiness for e-education are described.

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