Processes and Functions in Higher Education Students Adjusting to a New Learning Environment: Applying The Mmogotm-Method

With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.

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Extending the academic year for mature part-time higher education students using a web-based learning environment

Research in Post-Compulsory Education ◽

10.1080/13596740300200162 ◽

2003 ◽

Vol 8 (3) ◽

pp. 393-406

Author(s):

John Colvin

Keyword(s):

Higher Education ◽

Learning Environment ◽

Education Students ◽

Web Based ◽

Web Based Learning ◽

Part Time ◽

Academic Year ◽

Mature Part

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

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v8i2.8146 ◽

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.

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Emergency remote learning acceptance among higher education students during COVID-19 pandemic

Zbornik radova Ekonomskog fakulteta u Rijeci časopis za ekonomsku teoriju i praksu/Proceedings of Rijeka Faculty of Economics Journal of Economics and Business ◽

10.18045/zbefri.2021.2.325 ◽

2021 ◽

Vol 39 (2) ◽

pp. 325-347

Author(s):

Amila Pilav-Velić ◽

Hatidža Jahić ◽

Jasmina Okičić ◽

Jasmina Selimović ◽

Elvedin Grabovica

Keyword(s):

Higher Education ◽

Digital Transformation ◽

Education Students ◽

Factors Affecting ◽

Knowledge And Skills ◽

Personal Innovativeness ◽

Attitudes Towards Technology ◽

New Learning ◽

Technology Applications ◽

Remote Learning

The current study investigates how attitudes towards digital transformation and personal innovativeness affect the acceptance of emergency remote learning in the COVID-19 pandemic environment. The pandemic has affected all aspects of societies across the globe, including higher education that was also a significant push-up factor for the digital transformation of higher education. Thus, the main aim of this paper is to investigate the factors affecting emergency remote learning acceptance among the higher education students in Bosnia and Herzegovina (BiH). The results presented in this paper gained from a study carried out among higher education students in BiH cover the period of April – July 2020 via the open-source platform. The study focused on the students’ attitude towards a digital transformation is a significant factor in accepting emergency remote learning. Also, the personal innovativeness score has proven to be a crucial factor for adopting this new learning setting, i.e., more innovative students have a greater emergency remote learning acceptance than students with a lower personal innovativeness score. Hence, this study pinpoints the necessity of changing the attitudes towards technology applications in education. It would increase the usage of remote learning services and provide students with knowledge and skills for the new labour market

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TechTeach—An Innovative Method to Increase the Students Engagement at Classrooms

Information ◽

10.3390/info11100483 ◽

2020 ◽

Vol 11 (10) ◽

pp. 483

Author(s):

Filipe Portela

Keyword(s):

Higher Education ◽

Learning Environment ◽

Teaching Quality ◽

Bring Your Own Device ◽

Online Classes ◽

Education Students ◽

Interactive Tools ◽

Evolution Of Technology ◽

Flipped Classrooms

Higher education is changing, and a new normal is coming. Students are even more demanding, and professors need to follow the evolution of technology and try to increase student engagement in the classrooms (presential or virtual). Higher education students recognise that the introduction of new tools and learning methods can improve the teaching quality and increase the motivation to learn. Regarding a question about which type of classes students preferred, ninety-one point ninety-nine per cent (91.99%) of the students wanted interactive classes over traditional. Having this concern in mind over the past years, a professor explored a set of methods, strategies and tools and designed a new and innovative paradigm using gamification. This approach is denominated TechTeach and explores a set of trending concepts and interactive tools to teach computer science subjects. It was designed to run in a B-learning environment. The paradigm uses flipped classrooms, bring your own device (BYOD), gamification, training of soft-skills and quizzes and surveys to increase the student’s engagement and provide the best learning environment to students. Currently, COVID-19 is bringing about new challenges, and TechTeach was improved in order to be more suitable for this new way of teaching (from 0% to 100% online classes). This article details this method and shows how it can be applied in a real environment. A case study was used to prove the functionality and relevance of this approach, and the achieved results are motivating. During the semester, more than a hundred students experienced this new way of teaching and assessment. In the end, more than eighty-one per cent (81%) of the students gave a positive grade to the approach, and more than ninety-five per cent (95.65%) of the students approved the use of the concept of BYOD in the classroom. With TechTeach, the classroom is not a boring place anymore; it is a place to learn and enjoy regardless of being physical or not.

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Minimizing Plagiarism by Redesigning the Learning Environment and Assessment

Student Plagiarism in an Online World ◽

10.4018/978-1-59904-801-7.ch013 ◽

2011 ◽

pp. 194-207 ◽

Cited By ~ 1

Author(s):

Madhumita Bhattacharya ◽

Lone Jorgensen

Keyword(s):

Higher Education ◽

Learning Environment ◽

Internet Use ◽

Process Approach ◽

The Internet ◽

Educational Setting ◽

Institutions Of Higher Education ◽

Education Students ◽

High Stakes ◽

Assessment Tasks

In this chapter we have raised a number of questions and made attempts to respond. These question are: Can plagiarism be stopped? Should we stop students from using the information available on the internet? Is it enough if the students just acknowledge the sources in their work? What action is required to minimize the harmful, and maximize the useful, aspects of internet use in the educational setting? We want our students to learn, and demonstrate their learning with honesty and integrity. In the institutions of higher education students learning is judged through assessment tasks in the form of assignments, tests, and examinations. We have to ensure that high stakes assessments do not act as an inspiration to cheating in the form of plagiarism. We have provided arguments in support of the integration of process approach with deliverables at the end of the course for assessment of students learning.

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