Effectiveness of online presence in a blended higher learning environment in the Pacific

2019 ◽  
Vol 45 (8) ◽  
pp. 1547-1565 ◽  
Author(s):  
Bibhya Sharma ◽  
Ravneil Nand ◽  
Mohammed Naseem ◽  
Emmenual V. Reddy
Keyword(s):  
Learning Environment ◽  
Higher Learning ◽  
Online Presence ◽  
The Pacific

Higher Learning int eh Pacific

2011 ◽  
pp. 248-273
Author(s):  
Kirk Johnson ◽  
Jonathan K. Lee ◽  
Rebecca A. Stephenson ◽  
Julius C.S. Cena
Keyword(s):  
Lessons Learned ◽  
Higher Learning ◽  
Pacific Region ◽  
Academic Goals ◽  
Central Focus ◽  
The Pacific ◽  
Challenges And Opportunities ◽  
The University ◽  
The Western Pacific

This chapter provides an overview of particular issues of diversity and technology within an island university. The chapter’s central focus rests on the complexity of both concepts within the context of higher education in the Pacific. In particular, the chapter highlights both the challenges and opportunities that the university faces as it attempts to address the unique multicultural landscape of the Western Pacific region and its technological realities. It focuses on a capstone senior-level course as a case study, and explores the possibilities inherent in directly addressing issues of diversity and technology while at the same time accomplishing the course’s prescribed academic goals. The chapter concludes by outlining 10 important lessons learned from the experience that others can benefit from, and establishes the importance of such a capstone experience for both students and faculty alike.

The ecosystem of translator workstation

Babel ◽  
2017 ◽  
Vol 63 (3) ◽  
pp. 401-422 ◽  
Author(s):  
Aiping Mo ◽  
Deliang Man
Keyword(s):  
Learning Environment ◽  
Daily Basis ◽  
Higher Learning ◽  
Traditional Classroom ◽  
Postgraduate Students ◽  
The Social ◽  
Constructivist Perspective ◽  
Authentic Environment ◽  
Traditional Classroom Teaching ◽  
Learning Institutions

Abstract In 2007, the Commission of Academic Degrees of the State Council of China approved an education program-Master of Translation and Interpreting (henceforth MTI), and in 2014 there are already 206 higher learning institutions started running such a program, aiming at training postgraduate students to be professional translators with advanced translation competence. Part of this translation competence is the ability to use electronic tools and resources, which has not received adequate scholarly attention in the field of translation studies in China. The objective of this research is to construct an ideal learning environment for MTI students from the social constructivist perspective by exploring the possibility and benefit of bringing the students out of the traditional classroom teaching into the authentic environment wherein professional translators use electronic tools on a daily basis. This article addresses the following research questions: (1) What constitutes an ideal environment wherein its various components interact to facilitate the student’s learning? (2) In what way does such an environment assist the MTI students to learn to use electronic tools? (3) How can the gap between the student translator and the professional translator be bridged in terms of the skills to use electronic tools in a 2-year training program? In response to these questions, this article explores the interaction among the various components of the external environment of translator workstation. It proposes an ideal learning environment metaphorically referred to as “the ecosystem of translator workstation”, which aims to enable MTI students to learn to use electronic tools in an environment similar to their future workplace. Such a research has great implications for translator education in present-day China by revealing what is best taught or trained in the workplace rather than the traditional classroom setting.

scholarly journals THE RELATION BETWEEN STUDENT’S PERCEPTION OF LEARNING ENVIRONMENT AND LEARNING MOTIVATION OF PRE-CLINICAL MEDICAL STUDENT

2019 ◽  
Vol 8 (1) ◽  
pp. 10
Author(s):  
Zafira Pringgoutami ◽  
Rika Lisiswanti ◽  
Dwita Oktaria
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Medical Faculty ◽  
Higher Learning ◽  
Learning Motivation ◽  
P Value ◽  
Significant Relation ◽  
Cross Sectional ◽  
Two Factors ◽  
Student's Perceptions

Background: Academic achievement is influenced by two factors, internal and external factor. Learning environment is one of the external factors that affect the academic achievement. A conducive learning environment can improve students learning motivation and affect academic achievement.The aim of this research is to find out the relation between student’s perception of learning environment and learning motivation of pre-clinical student in Medical Faculty of Lampung University.Methods: This research was using cross sectional approach. The sample of this research consisted 248 pre-clinical student in Medical Faculty of Lampung University which determined by proportional-random sampling. This research used two questionnaires: Dundee Ready Educational Environment Measure (DREEM) and Motivated Strategies of Learning Questionnaire (MSLQ). Data were analysed using Spearman.Results: The result showed that most of pre-clinical student in Medical Faculty of Lampung University have perception about learning environment was decent (74,6%) and learning motivation was high (98,8%), there was significant relation between student’s perception of learning environment and learning motivation which determined by p value <0,05 and r 0,462.Conclusion: From this research can be concluded that the better student’s perceptions of learning environment, the higher learning motivation becomes.

scholarly journals The Influence of Higher Learning Environment and Role Model towards an Entrepreneurial Intention among TVET Students

2020 ◽  
Vol 15 (1) ◽  
pp. 133-142
Author(s):  
Rifhan Roslan ◽  
Nur Iliza Misnan ◽  
Dzulkarnain Musa
Keyword(s):  
Learning Environment ◽  
Role Models ◽  
Teaching And Learning ◽  
Role Model ◽  
National Development ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Higher Learning ◽  
Vocational Education And Training ◽  
Learning Methods

The Technical and Vocational Education and Training (TVET) field is part of the drive for national development. With the circumstances, the TVET institutions have taken steps towards creating future entrepreneurs as well as contributing to high-skilled employment. Thus, the study was conducted to examine several factors related to higher learning environment and role model as well as their relationship with entrepreneurship intentions among TVET students. The study was hypothesized and tested using three dimensions of TVET higher learning environment (entrepreneurship education, entrepreneurship activities and teaching and learning methods) and role model factors that influence students' entrepreneurial intention. The results from correlation analysis found that there was a relationship between all the independent variables; entrepreneurship activities, role models, entrepreneurship education and teaching and learning methods with entrepreneurial intentions. The overall results of the study act as an enlightenment for related parties in developing future entrepreneurship society for the development of the country.

scholarly journals Collaboration and Integration

2020 ◽  
Vol 39 (2) ◽  
Author(s):  
Jennifer Murray ◽  
Daniel Feinberg
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Management System ◽  
Learning Management System ◽  
Online Presence ◽  
Library Resources ◽  
Learning Management ◽  
Library Director ◽  
The University ◽  
User Friendly

The University of North Florida (UNF) transitioned to Canvas as its Learning Management System (LMS) in summer 2017. This implementation brought on opportunities that allowed for a more user-friendly learning environment for students. Working with students in courses which were in-person, hybrid, or online, brought about the need for the library to have a place in the Canvas LMS. Students needed to remember how to access and locate library resources and services outside of Canvas. During this time, the Thomas G. Carpenter Library’s online presence was enhanced, yet still not visible in Canvas. It became apparent that the library needed to be integrated into Canvas courses. This would enable students to easily transition between their coursework and finding resources and services to support their studies. In addition, librarians who worked with students, looked for ways for students to easily find library resources and services online. After much discussion, it became clear to the Online Learning Librarian (OLL) and the Director of Technical Services and Library Systems (Library Director) that the library needed to explore ways to integrate more with Canvas.

Uncertainties and Risks in the Implementation of an E-Learning Information Systems Project in a Higher-Learning Environment: Viewpoints from Estonia

2005 ◽  
Vol 04 (01) ◽  
pp. 37-46 ◽  
Author(s):  
Princely Ifinedo
Keyword(s):  
Risk Factors ◽  
Information Systems ◽  
Learning Environment ◽  
Development Strategy ◽  
Delphi Study ◽  
Emerging Economy ◽  
Higher Learning ◽  
The Other ◽  
Top Management ◽  
E Learning

This paper investigates the sorts of risks and uncertainties inherent in implementing an e-learning information systems project in Estonia. The study uses a variation of the Delphi study in eliciting the risk factors or items from experienced top management professionals within the organisation. The main objective of the study is to identify the uncertainties or risks in the implementation of the systems, using the viewpoint of Estonia, which is an emerging economy. The findings of the work indicate that wrong development strategy, staff volatility, change in top management and lack of funding are amongst the top risk factors in implementing e-learning in Estonia. On the other hand, risks emanating from users' involvement and commitment seem to be viewed as less critical to the success of the project.

scholarly journals Why Web-Conferencing Matters: Rescuing Education in the Time of COVID-19 Pandemic Crisis

2021 ◽  
Vol 6 ◽  
Author(s):  
Surattana Adipat
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Field Trips ◽  
Higher Learning ◽  
Physical Interaction ◽  
Web Conferencing ◽  
Teaching And Learning Environment ◽  
Technological Advances ◽  
Teachers And Students ◽  
Learning Institutions

Physical interaction between humans has steadily decreased over the past year as a result of the COVID-19 pandemic. As a result, the adoption of e-conferencing has seen a huge increase in conducting business globally and technologically mediated interactions are now the order of the day—the new normal. The virtualization of meetings promotes collaboration among colleagues, target markets, associates, teachers, and students working towards the organization’s objectives. Using web conferencing in learning meets the primary goal of both educators and students. It facilitates the creation of the best learning environment for students and aids in the realization of a balance between life and teaching duties for educators. Through web conferencing, higher learning institutions have the ability to capitalize on the available technologies to expand access to instructors online while also creating new experiences in the teaching and learning environment. The elimination of the need to travel for students’ field trips has also been realized due to technological advances, and virtual tours have replaced these trips. A descriptive approach is adopted for the study, and it relies on information from peer-reviewed journals. Drawing from the literature review, the study first identifies web-conferencing in various facets of education. Secondly, it discusses web-conferencing adoption and its influence on teaching and learning. Third, a discussion on the importance and benefits as well as disadvantages of web-conferencing is outlined. Fourth, the study exemplifies two web-conferencing platforms: Zoom and Google Meet. The study further discusses the future of adopting web-conferencing in education.

scholarly journals Students’ perceived challenges in an online collaborative learning environment: A case of higher learning institutions in Nairobi, Kenya

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Maina Elizaphan Muuro ◽  
Waiganjo Peter Wagacha ◽  
John Kihoro ◽  
Robert Oboko
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Higher Learning ◽  
Internet Connectivity ◽  
Online Collaborative Learning ◽  
Collaborative Tools ◽  
Group Members ◽  
Collaborative Learning Environment ◽  
Learning Institutions

<p>Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web 2.0. The increased availability of collaborative tools in Web 2.0 has made it possible to have online collaborative learning realized in Higher Learning Institutions (HLIs). However, learners can perceive the online collaborative learning process as challenging and they fail to utilize these collaborative tools effectively. Although a number of challenges have been mentioned in the literature, considerable diversity exists among countries due to diversity in infrastructure support for e-learning and learners’ background. This motivated this study to investigate components of online collaborative learning perceived as challenging by learners in HLIs in Kenya. Using a questionnaire, a survey was conducted in two public universities and two private universities to identify students’ perceived challenges in an online collaborative learning environment. Through purposive sampling the questionnaire was distributed to 210 students using e-mail and 183 students responded. Based on descriptive analysis the following five major challenges were rated as high: lack of feedback from instructors, lack of feedback from peers, lack of time to participate, slow internet connectivity, and low or no participation of other group members. There was also a relationship between the university type (private or public) with the perceived challenges which included: lack of feedback from the instructor (p=0.046) and work load not shared equally among group members (p=0.000). Apart from slow internet connectivity the rest of the challenges were in line with the observed challenges in the literature.These key challenges identified in this study should provide insight to educators on the areas of collaborative learning that should be improved in order to provide access to quality education that supports effective online collaborative learning in HLIs in Kenya.</p>

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