The Use of New Learning Technologies in Higher Education Classroom: A Case Study

2017 ◽  
pp. 499-506 ◽  
Author(s):  
Micaela Esteves ◽  
Angela Pereira ◽  
Nuno Veiga ◽  
Rui Vasco ◽  
Anabela Veiga
Keyword(s):  
Higher Education ◽  
Learning Technologies ◽  
New Learning

scholarly journals The Use of New Learning Technologies in Higher Education Classroom: A Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 115
Author(s):  
Micaela Dinis Esteves ◽  
Angela Pereira ◽  
Nuno Veiga ◽  
Rui Vasco ◽  
Anabela Veiga
Keyword(s):  
Higher Education ◽  
Active Participation ◽  
Learning Technologies ◽  
Game Based Learning ◽  
Education Students ◽  
Learning Skills ◽  
Learning Platform ◽  
New Learning

We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students’ participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills. Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.

scholarly journals The Strategic Plan of University in Facing Challenges of Industrial Revolution 4.0 (Case Study at Universitas Negeri Surabaya)

2020 ◽  
Vol 7 (1) ◽  
pp. 1-13
Author(s):  
Nurhasan Nurhasan ◽  
Made Pramono ◽  
Martadi Martadi ◽  
Erta Erta ◽  
Hapsari Shinta Citra Puspita Dewi
Keyword(s):  
Higher Education ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
Academic Community ◽  
Learning Technologies ◽  
State University ◽  
Education Management ◽  
New Learning ◽  
Intellectual Capacity

Industrial Revolution 4.0, as one of the main paradigms of the modern economy, requires higher education to straighten up to face this trend. Surabaya State University (UNESA) emphasizes the development of human resources (HR) as the main target of internal development in order to deal with industry 4.0. The academic community is encouraged to be sensitive to technology, by increasing intellectual capacity through civilization, training, competition, and / or schools. The study aims to identify the readiness of UNESA in facing challenges of Industrial Revolution 4.0. The implication of this research is to enrich the education management research about linking strategy between higher education and industry demand. The result showed that UNESA had moderate readiness in facing the challenges of Industrial Revolution 4.0 by deepening of intellectual capacity in the IT field through improving campus facilities and infrastructure, and procuring new learning technologies. Networking development with private sector is also becomes useful strategy in linking HR with the IT world related to Industry 4.0. Such a strategic effort under the prevailing laws and regulations enable UNESA to advance in pioneering the development of industry 4.0 on campus, especially for creating qualified graduates.

Real Time Experience of Participants in Higher Education During The Coronavirus: A Case Study

2021 ◽  
Vol 36 (1) ◽  
pp. 51-70
Author(s):  
Randa Khair Abbas ◽  
Eman Abu Hanna Nahhas ◽  
Khawla Zoabi ◽  
Ibtisam Marey-Sarwan ◽  
Hanadi Abu Ahmad
Keyword(s):  
Higher Education ◽  
Real Time ◽  
Administrative Staff ◽  
Financial Security ◽  
Time Experience ◽  
New Learning ◽  
New Knowledge ◽  
Self Discovery ◽  
Depth Interviews

This case study explored the real-time experience of participants in the Arab Academic College for Education in Haifa, Israel, during the coronavirus pandemic. Twenty in-depth interviews were conducted with management, administrative staff, faculty and students. Participants' stories reveal that feelings of stress and isolation gave way to new learning and self-discovery, a new relationship with time, and the creation of new knowledge on the personal and institutional levels. Strong, coordinated leadership, combined with legal and financial security, facilitated the transition to online learning and allowed the college to emerge from the crisis successfully. Implications are drawn for dealing with future crises.

Sustainable Blended-Learning in HEI

2011 ◽  
pp. 302-323 ◽  
Author(s):  
Paula Peres ◽  
Sandra Ribeiro ◽  
Célia Tavares ◽  
Luciana Oliveira ◽  
Manuel Silva
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Education Institution ◽  
Learning Processes ◽  
Web Technologies ◽  
Innovation In Education ◽  
New Learning ◽  
Learning Scenarios ◽  
Teaching Learning

This chapter aims to demonstrate how PAOL - Unit for Innovation in Education, a project from ISCAP - School of Accounting and Administration of Oporto - Institute Polytechnic of Oporto, Portugal - prompted new educational initiatives and new learning scenarios at a Higher Education Institution. Furthermore, it will demonstrate PAOL’s lines of intervention through an extensive analysis based on the 6 years of experience that this unit has in the educational technology field; a project that began small but that, due to the force of innovation, has progressively conquered new adepts. Therefore the unit described in this chapter relates all these factors, as a whole, capable of attaining changes that influence mentalities and methodologies, overcoming cultural and technical barriers. This case study can serve as a catalyst, potentiating the creation of new multi-faceted projects in the scope of web technologies in higher education teaching-learning processes.

scholarly journals APPLICATION OF CASE TECHNOLOGY IN THE PROCESS OF TEACHING CHEMISTRY TO FUTURE SPECIALISTS IN THE FIELD OF PHARMACY

2021 ◽  
pp. 59-68
Author(s):  
S. Vitvytska ◽  
I. Kovalchuk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Professional Competence ◽  
Learning Technologies ◽  
Professional Activity ◽  
First Year ◽  
Case Study Method ◽  
Teaching Chemistry ◽  
First Year Students

The article substantiates the expediency of using case technology in the process of studying chemical disciplines, which is not only one of the top priorities of modern professionally-oriented learning technologies, but also adapted to the formation of professional competence of future specialists in the field of pharmacy. The tendencies of introduction of the case study method in the practice of professional higher education are revealed; the main tasks and objectives of application of the case method in the process of professional training of students are formulated. Case-study based lessons are reviewed and described, major stages of “case” use are highlighted, as well as the role of the teacher and the student at each corresponding stage is indicated. Authors’ own case-study based technologies and experience of their successful and effective practical application and exploitation in the process of studying chemical disciplines in Zhytomyr College of Pharmacy are revealed and substantiated. The article contains the results and analysis of the responses of undergraduates and first-year students about the need for chemical knowledge, which were collected through an anonymous survey. The role, criteria, stages of realization of professional orientation of teaching chemistry as a complex multifunctional process aimed at students' awareness of motives, needs of future professional activity, combination of theoretical and practical components of educational content are clarified. The value of the case study method in the professional development of a pharmaceutical specialist during college studies is argued. The aim of the study is to expand the range of opportunities for teachers of professional higher education to use the latest technology of case-study in the process of forming the professional competence of future pharmacists in the process of studying chemical disciplines. The result of the use of case technology is the training of a qualified competitive specialist, as well as the formation of key competencies of the student, his/her ability to self-development, self-determination, self-education.

scholarly journals On campus, but out of class: an investigation into students’ experiences of learning technologies in their self-directed study

2008 ◽  
Vol 16 (1) ◽  
Author(s):  
Frances Deepwell ◽  
Samina Malik
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Learning Technologies ◽  
Independent Learning ◽  
Learning Technology ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Postgraduate Level ◽  
Directed Learning

This paper presents an investigation into how students studying at university engage actively with learning technology in their self-directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in-depth follow-up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers’ engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students’ use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self-directed learning.Keywords: student experience; learning technologies; self-directed learning; blended learning; case studyDOI: 10.1080/09687760701850166

scholarly journals Digital Transformation in Higher Education: A Case Study on Strategic Plans

2020 ◽  
Vol 29 (3) ◽  
pp. 9-23 ◽  
Author(s):  
Ö. H. Kuzu
Keyword(s):  
Higher Education ◽  
Digital Transformation ◽  
Learning Technologies ◽  
Transformation Model ◽  
Technological Infrastructure ◽  
Strategic Plans ◽  
Content Analysis Method ◽  
External Stakeholders ◽  
The Status

Digital transformation is considered as an inevitable process for higher education systems like all socio-economic institutions and systems. The digital transformation, which paradoxically incorporates both challenges and conveniences, has to become the focus of corporations’ strategies. The aim of this study is to determine the status of digital transformation in universities’ strategies. For this purpose, the strategic plans of 18 Turkish universities, which ranked at the top 1000 most often in the world rankings, were evaluated with the content analysis method. Findings indicate that expressions about the components of digital transformation in the strategic plans of the universities were gathered under 4 themes, 14 categories and 35 codes. The expressions of the universities about digital transformation are coded under the category of diversity and flexibility of learning technologies, especially education theme and distance/open learning. It is observed that universities have the least digital transformation strategies concerning research and social service missions. In this sense, it was concluded that universities could not perform digital transformation beyond technological infrastructure renewal into an integrated transformation model and strategic vision. The results of the study were compared with empirical and theoretical studies in the literature. For universities and future studies, it was proposed that Turkish universities are compareable with the universities abroad, which show the successful examples of the digital transformation, and that the quantitative and/or qualitative methods related to the subject can be applied by internal and external stakeholders, especially in the sector’s evaluations.

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