E-Transformation in Higher Education and What It Coerces for the Faculty

Teaching And Learning ◽

Digital Age ◽

Development Programs ◽

Global Trends ◽

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽

2003 ◽

Author(s):

ME Herselman ◽

HR Hay

Keyword(s):

Higher Education ◽

South Africa ◽

Teaching And Learning ◽

Driving Forces ◽

Higher Education Institutions ◽

Revolutionary Change ◽

Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Methods for Assessing 3D Virtual Worlds in Design Education

Social Media and Networking ◽

10.4018/978-1-4666-8614-4.ch018 ◽

2015 ◽

pp. 355-372

Author(s):

Leman Figen Gül ◽

Ning Gu ◽

Mi Jeong Kim ◽

Xiangyu Wang

Keyword(s):

Virtual Worlds ◽

Collaborative Design ◽

Design Education ◽

Teaching And Learning ◽

3D Virtual Worlds ◽

Changing Trend ◽

With the advancement and increasing adoption of information and communication technologies, 3D virtual worlds, being a part of these revolutionary forces, have the potential to make a major contribution to design education as a new teaching and learning environment. Considering this changing trend, we have been employing 3D virtual worlds in the design curriculum over the past decade. To critically understand the impact of the technologies on design education, this chapter explores and demonstrates three different assessment methods of 3D virtual worlds in design education, through three case studies. The chapter also concludes with insights into the applications of virtual environments in collaborative design teaching.

New Skills and Ways of Working

Making the Transition to E-Learning ◽

10.4018/978-1-59140-950-2.ch008 ◽

2011 ◽

pp. 121-138 ◽

Cited By ~ 2

Author(s):

Gail Wilson

Keyword(s):

Faculty Development ◽

Diffusion Of Innovation ◽

Teaching And Learning ◽

Critical Mass ◽

Skills Acquisition ◽

Learning Context ◽

E Learning

This chapter analyzes approaches to faculty development for e-learning in post-compulsory institutions. Everett Rogers’ (2003) diffusion of innovation theory provides the framework for a review of faculty development strategies adopted by institutions to foster the adoption of information and communication technologies (ICTs) by mainstream faculty into everyday teaching and learning practices. Using examples as illustration, the chapter reviews different approaches to faculty development aimed at achieving a critical mass of staff who are competent working in the e-learning context. These strategies include focusing on the characteristics of innovation; adopting a staged approach to skills acquisition; embedding skills and processes associated with teaching and learning in the e-learning context in formal, accredited courses; fostering peer learning; framing faculty development as project-based learning; and using the online environment to deliver faculty development. The chapter concludes with practical advice concerning faculty development for e-learning practice across institutions.

The role of information and communication technologies in improving teaching and learning processes in higher education: Bridging the gaps

RESEARCH REVIEW International Journal of Multidisciplinary ◽

10.31305/rrijm.2021.v06.i04.008 ◽

2021 ◽

Vol 6 (4) ◽

Author(s):

Chubakumzuk Jamir ◽

Moameren Pongen

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Learning Processes ◽

Improving Teaching And Learning ◽

Role Of Information

USO Y APROPIACIÓN DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN POR PARTE DE LOS DOCENTES EN LAS FACULTADES DE INGENIERÍA

REDES DE INGENIERÍA ◽

10.14483/udistrital.jour.redes.2015.1.a01 ◽

2015 ◽

Vol 6 (1) ◽

pp. 6

Author(s):

Fernando Martinez Rodriguez ◽

Juan González Martínez

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Information And Communications Technology ◽

Educación Superior ◽

Educacion Superior ◽

Educational Processes ◽

Level Of Use ◽

Information And Communication

Se presentan los resultados encontrados en la fase diagnóstica de la tesis doctoral: “Referentes pedagógicos para el uso y apropiación de las Tecnologías de la Información y Comunicación (TIC) al interior de los procesos educativos planeados y desarrollados por los docentes de educación superior”. Esta investigación se realiza en las facultades de ingeniería de tres universidades de Bogotá D.C., partiendo de la intuición de que los temas pedagógicos y didácticos en estas facultades siempre se han considerado en un segundo plano. La metodología de esta fase partió del enfoque cuantitativo mediante el diseño y la aplicación de una encuesta; el instrumento perseguía analizar el nivel de uso y apropiación de las TIC al interior de los procesos educativos que orientan los docentes de educación superior en ingeniería. El estudio permite confirmar que los docentes utilizan las TIC, pero también pone de manifiesto la necesidad imperiosa de orientar a los docentes de estas facultades en el adecuado uso de dichas tecnologías desde el punto de vista pedagógico y didáctico.Use and Appropriation of Information and Communication Technologies by Teachers in the Faculties of EngineeringThis research presents the results of the diagnostic phase of the thesis “Pedagogical References for Use and Appropriation of Information and Communications Technology (ICT) in Educational Processes Planned and Developed by Teachers in Higher Education.” This research was conducted in the engineering schools of three universities in Bogotá (Colombia), based on the intuition that pedagogic and teaching concerns in these departments have not always been faced in a good way. The methodology designed for this phase began with the quantitative approach through design and implementation of a survey: the instrument sought to analyze the level of use and appropriation of ICT into educational processes that guide engineering teachers in higher education. The study confirms that teachers do use ICT, and it also highlights the urgent need for guidance for teachers in these areas on the proper use of technologies not only from the teaching and learning points of view.Keywords: educational resources, ICT, pedagogy.

Digital Technology Education and its Impact on Traditional Academic Roles and Practice

Journal of University Teaching and Learning Practice ◽

10.53761/1.7.1.3 ◽

2010 ◽

Vol 7 (1) ◽

pp. 24-41

Author(s):

Jennifer Sappey ◽

◽

Stephen Relf ◽

Keyword(s):

Higher Education ◽

Traditional Teaching ◽

Work Identity ◽

Learning And Teaching ◽

Labour Process ◽

This paper explores the interface between digital technologies and the teaching labour process in Australian higher education. We develop an adaptation of the seminal Clark (1983, 1994, 2001) and Kozma (1991, 1994) debate about whether technology merely delivers educational content unchanged – technology as the ‘delivery truck’ – or whether education is changed as a result of using different technologies – education as ‘groceries’. Our adaptation is an extension of this metaphor to include the academic teacher as the driver of the grocery truck. With the implementation of new educational technologies, the human resource management aspects of job design, motivation, skilling and work identity are often overlooked, with critical debate about the impact on the teaching labour process seldom considered. In this argument, we will unpack the Clark-Kozma dichotomy of the education/technology interface by looking beyond the embedding of Information and Communication Technologies (ICT) in Australian higher education to examine more broadly the changes to the traditional academic role as the creator, developer and delivery agent of the educational groceries. This has been reinforced by the marketisation of the sector and the concomitant reconfiguration of the traditional teaching process. All this has led to changes in the sense of work identity for academics (McShane, 2006). While we embrace ICT as a potential benefit for both students and academic teachers, we seek to ensure that the ‘truck driver’s’ evolving role is acknowledged in scholarly debates and included in models of learning and teaching if long-term sustainable work practices are to be achieved. One such model is offered.

THE IMPACT OF E-LEARNING TECHNOLOGIES ON QUALITY OF HIGHER EDUCATION

PRIMO ASPECTU ◽

10.35211/2500-2635-2020-2-42-50-65 ◽

2020 ◽

pp. 50-65

Author(s):

Elena A. GORBASHKO ◽

Natalia Sh. VATOLKINA

Keyword(s):

Higher Education ◽

Global Education ◽

Digital Transformation ◽

Learning Technology ◽

E Learning ◽

Digital transformation of society and economy led to the rapid spread of information and communication technologies (ICT) in higher education, which became a new driver of development for global education and for the emergence of the phenomena of e-learning and blended learning, introduction of new types of educational resources, and increased diversity of information and communication technologies in higher education, which also led to a rise in the number of publications in this field. The article considers the essence and offers a classification of technical tools of e-learning. The authors conducted a comparative analysis of approaches to the formation of models of quality of electronic services and information technologies, as well as specific models of e-learning quality. This allowed the authors to propose a model of e-learning quality and determine the set of consumer properties of e-learning technology. The reported study was funded by RFBR, project number 20-010-00571 "The Impact of Digital Transformation on Improving the Quality and Innovation of Services".

Role of information and communication technologies in educational systems: a systematic review

International Journal of Scientific Reports ◽

10.18203/issn.2454-2156.intjscirep20202644 ◽

2020 ◽

Vol 6 (7) ◽

pp. 277

Author(s):

Muluneh E. Gizaw ◽

Getachew W. Tessema

Keyword(s):

Teaching And Learning ◽

Educational Systems ◽

Learning Practices ◽

Ict Implementation ◽

Teachers And Students ◽

Ict Tools ◽

<p>The aim of this study is to investigate the impact of information and communication technology (ICT) integration in the teaching and learning practices of educational systems. The study is carried out by reviewing various literatures and studies on the ideas of ICT and its usage in teaching and learning practices. The study reveals that ICT is vital to transform the teaching and learning process and has a great importance for both teachers and students. It also looks at the definitions of ICT as given by different scholars. Lack of well-equipped ICT tools, beliefs and commitments of teachers as well as students on Technology-based Teaching and Learning practices are the main challenges of ICT implementation in education successfully.</p>

O impacto do uso de ferramenta de visualização de dados abertos como recurso de ensino e aprendizagem / The impact of use open data visualization tools how teaching and learning resource

Caderno de Geografia ◽

10.5752/p.2318-2962.2015v25n44p97 ◽

2015 ◽

Vol 25 (44) ◽

pp. 97-117

Author(s):

Alex Alex Sander Miranda Lobo ◽

Luiz Claudio Gomes Maia ◽

Fernando Silva Parreiras

Keyword(s):

Data Visualization ◽

Teaching And Learning ◽

Open Data ◽

Use Of Technology ◽

Teachers And Students ◽

The Impact ◽

Visualization Application

Este artigo apresenta uma pesquisa de dissertação, na qual se buscou desenvolver uma ferramenta de visualização de Dados Abertos (Open Data) para uso no processo de ensino e aprendizagem em uma turma do terceiro ano do Ensino Médio na disciplina de Geografia. Teve como objetivo principal verificar como essa ferramenta influenciaria nesse processo. Para atingir o objetivo do trabalho, foi realizada uma pesquisa preponderantemente qualitativa com natureza descritiva, com referencial teórico baseado na aprendizagem significativa e no uso das tecnologias da informação e comunicação no processo de ensino e aprendizagem. Foi realizada uma entrevista inicial junto ao professor da disciplina e a aplicação de questionários ao professor e aos alunos do terceiro ano, após o uso da aplicação de visualização de dados abertos e, por fim, foi proposto um teste avaliativo entre turmas que usaram o aplicativo e turmas que não o usaram. Na análise dos resultados, concluiu-se que a ferramenta trouxe vários aspectos positivos no processo de ensino e aprendizagem, como uma atenção maior por parte dos alunos em relação ao conteúdo, uma motivação a mais no processo de ensino e aprendizagem, tendo apresentado aspectos relacionados à aprendizagem significativa e mostrado que os alunos que fizeram o uso da aplicação tiveram um melhor desempenho em relação aos que não fizeram o uso da tecnologia no conteúdo proposto na disciplina.Palavras-Chave: Educação. Dados Abertos. Ensino e AprendizagemAbstractThis article presents a research dissertation, which aimed to develop a visualization tool of Open Data (Open Data) for use in the process of teaching and learning in a class of third year of high school in geography discipline. Aimed to assess how these influence tool in this process. To achieve the goal of the work, mainly qualitative research was conducted with descriptive, and the theoretical framework based on meaningful learning and the use of information and communication technologies in teaching and learning. An initial interview was conducted with the subject teacher and the application of questionnaires to teachers and students of the third year after the use of open data visualization application and, finally, an evaluation test between groups who used the application was proposed and classes than used. In analyzing the results, it was concluded that the tool has brought many positive aspects in the process of teaching and learning, such as greater attention from students regarding the content, one more motivation in the process of teaching and learning, presenting aspects the significant learning and shown that students who have made the use of the application performed better than those who did not make the use of technology in the proposed content of the discipline.Keywords: Education. Open Data. Teaching and Learning.

Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities - Advances in Educational Technologies and Instructional Design ◽

Re-Envisioning and Restructuring E-Learning Through Engagement With Underprivileged Communities

10.4018/978-1-7998-6940-5.ch004 ◽

2021 ◽

pp. 66-87

Author(s):

Nomvula J. Ndhlovu ◽

Leila Goosen

Keyword(s):

Teaching And Learning ◽

Positive Impact ◽

Reliability And Validity ◽

Theoretical Frameworks ◽

Development Agenda ◽

E Learning ◽

The purpose of this study was answering questions regarding the impact of effectively using information and communication technologies (ICTs) in classrooms on re-envisioning and restructuring e-learning through engagement with schools in underprivileged communities. Its importance is justified regarding positioning disrupted pupils' education towards the development agenda in South Africa. It draws on the latest findings and is located within relevant conceptual/theoretical frameworks on ICTs for teaching and learning. In quantitative aspects of the research design, issues of reliability and validity were considered, while in qualitative aspects, issues of dependability and interpretation were important. Results presented showed that laptops, smartboards, projectors, cell phones, desktops, printers, and iPads were used effectively in classrooms. A discussion of the results suggests solutions and making recommendations that are applicable and useful. In conclusion, ICTs had a positive impact on pupils' education, by helping them to concentrate and understand difficult concepts.