scholarly journals Digital Learning Environment in Higher Education: New Global Issues

2021 ◽  
Vol 92 ◽  
pp. 05019
Author(s):  
Elena Malkawi ◽  
Marina Khayrullina
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Learning Process ◽  
Online Survey ◽  
Value Added ◽  
Theoretical Background ◽  
Learning Theories ◽  
Digital Learning ◽  
Feedback Form ◽  
Global Issues

Research background: Living in a digitalized connected world changes the dynamic of the learning process. Recent issues in the world economy and society have increased the demand for online education drastically. But many enterprises in higher education find themselves unprepared to satisfy this demand effectively because digital learning is a relatively new and under-researched field especially regarding digital instruments and social aspects. For this study we adopted connectivism learning theory proposed by George Siemens in 2005 together with the “old” behaviourism, cognitivism, and constructivism theory put forward by Ertmer and Newby in 1993. Purpose of the article: The study intended to investigate elements of digital learning process using student feedback and to suggest ways to improve the quality of digital higher education based on learning theories applied to digital environment. Methods: A total of 2347 university students participated in this study. Data were collected through an online survey and were analysed with the use of SPSS software. Findings & Value added: The study revealed that students pinpoint three groups of problems in online learning: the process of getting feedback form tutor and peers; the process of concentration and self-management; the technical difficulties of staying connected. The paper studies the theoretical background of problematic areas and proposes tools for their improvement.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

2014 ◽  
pp. 1191-1202
Author(s):  
Bernice Bain
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Online Programs ◽  
Online Higher Education

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

scholarly journals Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

2020 ◽  
Vol 27 (6) ◽  
pp. 987-1004 ◽  
Author(s):  
Robin Bell ◽  
Heather Bell
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Process ◽  
Educational Practice ◽  
Educational Theory ◽  
Entrepreneurship Education ◽  
Learning Theories ◽  
Content Type ◽  
Educational Theories

PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

scholarly journals Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

2020 ◽  
Author(s):  
Rome B. Moralista ◽  
Ryan Michael Flores Oducado
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Dishonesty ◽  
Online Teaching ◽  
Online Survey ◽  
The Philippines ◽  
Academic Rank ◽  
Face To Face ◽  
State College ◽  
Research Findings

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching with only a few having a very stable internet connection. Faculty considered that online education will result to more academic dishonesty, will be impersonal and lack feeling compared to face-to-face classes, and will be difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt into the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

scholarly journals TRANSFORMATIVE DIGITAL LEARNING IN THE CONTEXT OF HIGHER EDUCATION: COMPARISON OF TRADITIONAL AND TRANSFORMATIVE CONCEPTS

2020 ◽  
Vol 4 ◽  
pp. 691
Author(s):  
Olga Vindača
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Process ◽  
Research Problem ◽  
Educational Institutions ◽  
Digital Learning ◽  
Higher Educational Institutions ◽  
Technology Learning ◽  
Educational Processes ◽  
Higher Educational

The topicality of the research problem is connected with transformative digital learning (TDL) in the context of higher education. The presence of technology in educational processes leads to a significant restructuring of the learning environment, promoting deep, strategic and personalized learning in lecturer-student collaborative teams, incorporating effective technology learning methods and learning to be based on new experiences and values creation. This article will review the issue of learning process in higher educational institutions focusing on traditional and transformative learning concepts. It is the preliminary result of on going applied research of RTA Research Institute for Regional Studies (RIRS).The aim of this article is to determine the necessity of learning process transformation in higher educational institutions analyzing proposals of experts from Latvian higher educational institutions and define the perspectives of TDL in the context of higher education. The research is based on two-part survey conducted for Latvian experts: 1) comparison of traditional and transformative learning concepts; 2) proposals for TDL perspectives and implementation. The results showed the necessity of learning process transformation, indicating the perspectives and its implementation problems.   

scholarly journals Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions

2021 ◽  
Vol 18 (4) ◽  
pp. 147-168
Author(s):  
Sue Downie ◽  
◽  
Xiaoping Gao ◽  
Simon Bedford ◽  
Kenton Bell ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Online Survey ◽  
Technology Enhanced Learning ◽  
Education Student ◽  
Digital Learning ◽  
The Future ◽  
Teachers And Students ◽  
Teacher And Student Perceptions ◽  
Enhanced Learning

Teacher and student perceptions of using technology enhanced learning (TEL) in higher education have received growing attention, particularly during COVID-19, however existing studies are mainly disciplinespecific. This study adopts a holistic cross-disciplinary approach. It compares teacher and student perceptions on defining TEL, promotors and barriers for its use, and solutions offered for better use of TEL in the future. Both qualitative and quantitative data were collected from an Australian university. A total of 75 teachers and 48 students completed an online survey, and of these participants, 24 teachers and 29 students participated in follow-up focus group interviews that included Kahoot! surveys. Quantitative results show that teacher and student perceptions on TEL were generally aligned except that self-reported technology savviness and confidence was rated higher than how students and staff rated each other. Qualitative analyses reveal that both teachers and students identified the main promoters for TEL as being: modern and expected in higher education, while being equalising, efficient, engaging, authentic, collaborative and flexible. The common barriers for using TEL were identified as fear, time, organisational culture, knowledge and technical/support issues, along with the perceived pitfalls of distraction, and superficial student learning. Solutions offered for TEL in the future from staff focused on the institution and a desire for strategic, pedagogical and holistic approaches, while students focussed on the accessibility, flexibility and collaborative potential of TEL. This cross-discipline pre-COVID-19 study of TEL perceptions offered by teachers and students has contributed to knowledge in this area by identifying barriers and solutions for TEL common to all disciplines that have the potential to be applied to whole of institution strategic approaches for the more effective use of TEL in teaching and learning in higher education. Student accessibility to TEL and the development of pedagogically sound digital learning resources bringing together educational developers and discipline experts are of particular relevance during and post-COVID-19.

scholarly journals Online Education: Benefits, Challenges and Strategies During and After COVID-19 in Higher Education

2020 ◽  
Vol 3 (2) ◽  
pp. 70-85
Author(s):  
Pitambar Paudel
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Survey ◽  
Management Skills ◽  
Online Mode ◽  
Teachers And Students ◽  
Computer Literate ◽  
Challenges And Strategies

The pandemic COVID-19 has forcefully shifted the mode of teaching and learning from only face to face to online in the higher education of Nepal, which is new experiences and practices for many of the teachers and students. In this context, this study investigated teachers’ and learners’ perspectives on online education in relation to its benefits, challenges and strategies during and after COVID-19 in higher education of Nepal. To achieve this objective, online survey research design was employed. Survey questionnaire were used in the study to determine the perspectives of 280 teachers and students from five universities of Nepal. The results showed that the participants experienced online education beneficial primarily for promoting online research, connecting the practitioners to the global community and getting huge and authentic resource of knowledge though they have found time-management skills, more freedom to the teachers and learners, and   reliable internet at workplace as the extreme challenges. The research also revealed time management skills, technological prepared and computer literate are the basic qualities for the practitioners who want to have online education. The participants suggested that ICT policy should be clear and courses should be developed accordingly. Only online mode of teaching and learning in the context of Nepal cannot be effective so the participants preferred blended learning. The findings of the research indicated that online education can be an alternative means of traditional education. Thus, if blended approach is implemented, the education process would be more effective and successful in the contexts like Nepal.

Behave Yourself!

2014 ◽  
pp. 14-31
Author(s):  
Jane Lund ◽  
Carolyn Snell
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Empirical Evidence ◽  
Learning Process ◽  
Traditional Education ◽  
Educational Environment ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

Research into the design, delivery, support, and administration of Online Distance Learning (ODL) programmes in higher education is developing but still nascent with theories and discourses from many areas of traditional education being examined and developed to address the particular affordances of online education. Whilst debate continues about the procurement of and best application of educational technologies and systems, one aspect of the debate seems clear, that the technology and content alone is not “e-learning.” Directing someone to an online repository does not mean learning will necessarily take place. Whilst the technology and the content are essential, both are important only insofar as the affordances they provide for learning to take place. Using empirical evidence, this chapter argues that the actions of the tutor are therefore pivotal in an educational environment where the learning process is directed at more than simply accessing information.

Challenges of Using Computer-Based Educational Technologies in Higher Education

2021 ◽  
pp. 60-63
Author(s):  
Nana Makaradze ◽  
Tatia Nakashidze-Makharadze ◽  
Vladimir Vladimir ◽  
Marine Gurgenidze ◽  
Nino Samnidze ◽  
...  
Keyword(s):  
Higher Education ◽  
Computer Technology ◽  
Learning Process ◽  
Online Survey ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Technologies ◽  
Learning Material ◽  
Mandatory Requirement ◽  
Computer Based

The level of higher education faces great needs and challenges in the use of computer technology. The technology-based learning process has several important priorities. In particular, the learning process is flexible and comfortable; It is much more exciting and creative; The learning material is comprehensive and teaching/ learning process is of high quality. However, the process, along with the priorities is fraught with many problems and challenges. In this paper, we aim to conduct research and determine what hinders the introduction of computer-based educational technologies and to work out the recommendations for the educators to enhance the quantitative and qualitative quality of the use of computer-based educational technologies. The survey was conducted using online survey, Interview, Focus group and Experiment methods. The following conclusions were made by analyzing the results: students preference is in favor of computer-based educational technologies;  Not all the staff implementing higher education programs use computer-based educational technologies in the educational process; HEIs have poorly renovated equipment; The quality does not meet modern requirements;  Professors lack of competence; Readiness to actively use computer-based educational technologies and participate in the trainings; To respond the results: It is important to review the training courses in the field of computer technology in the educational programs of HEIs and focus on the use of computer educational technologies; Making a mandatory requirement to use of computer-based educational technologies in the process of planning and implementing educational programs; Plan trainings in the field; To enhance the quality, the studies and surveys should be  conducted by HEI quality assurance services.

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