Engaging in digital technology: one size fits all?

2014 ◽  
Vol 33 (7) ◽  
pp. 638-661 ◽  
Author(s):  
Jessica Lichy ◽  
Tatiana Khvatova ◽  
Kevin Pon
Keyword(s):  
Technology Acceptance ◽  
Cultural Context ◽  
Internet Technology ◽  
Technology Enhanced Learning ◽  
Specific Information ◽  
Content Type ◽  
Face To Face ◽  
Use Of Technology ◽  
Student Reactions ◽  
Enhanced Learning

Purpose – The purpose of this paper is to provide an insight into the extent to which faculty have adopted technology-enhanced learning in the delivery of undergraduate programmes to a largely international cohort, and indirectly the barriers that may be preventing a more widespread use of technology. Design/methodology/approach – The enquiry takes a cross-disciplinary approach to explore how technology is used in the delivery of international programmes in France and Russia; the focus lies at the intersection of technology-led learning and managing cultural diversity. A face-to-face survey is used to gather the more specific information about teaching practices at each institution. Findings – The findings of the survey strongly suggest that technology acceptance and technology awareness are influenced by a number of complex factors in this particular cultural context. The study concludes by discussing various recommendations for integrating technology into courses delivered across the partner institutions. Research limitations/implications – The two institutions are based in “second cities” but they do not reflect a nation-wide attitude to using technology for teaching purposes. The findings cannot be extrapolated beyond this relatively restricted geographic sample. Originality/value – Existing studies often discuss and compare student reactions to technology-enhanced learning but there is a gap in the understanding of the broader factors that can influence the delivery of course materials using technology. The perception and usage of internet technology can vary considerably across different cultures and linguistic communities, and this factor can have an impact on the way a course is delivered.

Towards a resilient strategy for technology‐enhanced learning

2011 ◽  
Vol 28 (4) ◽  
pp. 234-249 ◽  
Author(s):  
Richard Hall
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Shared Values ◽  
Technology Enhanced Learning ◽  
Peak Oil ◽  
Content Type ◽  
Use Of Technology ◽  
Strategic Implementation ◽  
The Impact ◽  
Enhanced Learning

PurposeThis paper sets out to argue that the strategic implementation of technology is implicated in a range of crises or socio‐economic disruptions, like peak oil, climate change and the rising environmental costs of energy consumption. It aims to argue that institutional technological implementation is contested, complex and should not be treated deterministically, but that technologists might usefully consider the impact of these disruptions on their practices. The paper seeks to amplify how a focus on resilience, rather than marketised outcomes, can enable higher education to use technology to overcome or adapt to disruption and crises.Design/methodology/approachThe paper is a critique. A conceptual analysis of the place of current research into the use of technology‐enhanced learning in higher education is critiqued in light of peak oil and climate change, in order to align strategic developments with disruptions and potential responses. The strategic response of one institution is outlined as a programme‐of‐work, and is related to a second university's approach.FindingsThe paper highlights five areas that require strategic responses to the use of technology in and for HE. These are: the place of TEL in the idea of the University; complexity in the use of technology, linked to shared values; adapting to disruption; institutional planning; and competing priorities for the use of technology.Originality/valueThe paper highlights the educational connections that are made between the politics of technology, shared values and socio‐environmental disruption. It also analyses a programme of work that is designed to engage with and adapt to disruption.

scholarly journals Conceptions of learning in technology-enhanced learning environments

2017 ◽  
Vol 12 (2) ◽  
pp. 184-205
Author(s):  
Chin-Chung Tsai
Keyword(s):  
Learning Environments ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Conceptions Of Learning ◽  
Content Type ◽  
Educational Culture ◽  
Use Of Technology ◽  
Cram Schools ◽  
Future Work ◽  
Enhanced Learning

Purpose The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their conceptions of learning reveal the extent to which the prevalence of technological use in education has facilitated students to cultivate a more advanced conception of learning and develop a deeper learning approach. Design/methodology/approach It reviews a total of nine relevant case studies, covering the contexts of conventional schools (from elementary schools to college, and cram schools) as well as technology-enhanced environments (internet-assisted learning and mobile learning); and participants from Grade 2 students to adult learners as well as teachers. Their conceptions of learning and preferred learning approaches are summarized. Findings Results of the studies show the Taiwanese students’ and teachers’ conceptions of learning in general and of technology-enhanced learning in particular. The students tended to be passive learners to receive instructions and considered examinations as a short-term goal for their study, with surface learning approaches commonly adopted. Despite technology may help to promote their cultivation of a more sophisticated conception of learning, many of them still opted for rote memorization and practice as the major ways to study. The potentials of technology in enhancing learning thus have not been fully realized. Originality/value The results shed light on an Asian-specific educational culture which is exam oriented. They reveal the challenges regarding the use of technology in education, which hinder the promotion of students’ advanced conceptions of learning. They also highlight the directions of future work to create a more accessible and gratifying technology-enhanced environment.

Causes and consequences of unauthorized use of books: readers, authors, and publishers' perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Arūnas Gudinavičius ◽  
Vincas Grigas
Keyword(s):  
Technology Acceptance ◽  
Peer Review ◽  
The Body ◽  
Historical Background ◽  
Content Type ◽  
Face To Face ◽  
Use Of Technology ◽  
Actual Use ◽  
Points Of View ◽  
Acceptance Model

PurposeThe current study aims to identify and explore causes and consequences of unauthorized use of books from readers', publishers', and authors' points of view. The case of Lithuania also assessed, especially historical background (banned alphabet, book smuggling, theft as the social norm in Soviet times) of the country.Design/methodology/approachAiming for more understanding why readers, authors and publishers are using or not using technology for unauthorized access of books, technology acceptance model approach was used, a total of 30 respondents (publishers, authors and readers) were interviewed in semi-structured face-to-face interviews and thematic analysis of collected qualitative data was conducted. Interviews were coded in English with coding software for further analysis.FindingsFindings indicate that the main cause for the unauthorized use of books is a lack of legal e-book titles and acquisition options. This mainly points at publishers, however, instead of using unauthorized sources as opportunities for author promotion or marketing, they rather concentrate on the causes of unauthorized use of books which they are not in control of, including access to unauthorized sources, habits and economic causes. Some publishers believe that the lack of legal e-book titles is the consequence of unauthorized use of book rather than its cause.Originality/valueThis research contributed to the body of knowledge by investigating unauthorized use of books from readers', publishers' and authors' points of view which renders to have a better understanding of the causes and consequences of such behavior, as well as differences between these roles. The authors suggest that these causes lead to the intention to use and actual use of technology which is easier to use and which gives more perceived advantages – technology for unauthorized downloading and reading of books vs legal e-book acquisition options.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2021-0133.

Intention to adopt mobile payment in physical stores

2019 ◽  
Vol 33 (2) ◽  
pp. 285-308 ◽  
Author(s):  
Yonathan Dri Handarkho ◽  
Yulius Harjoseputro
Keyword(s):  
Theoretical Model ◽  
Technology Acceptance ◽  
Switching Behavior ◽  
Mobile Payment ◽  
Herd Behavior ◽  
User Intention ◽  
Consumer Innovativeness ◽  
Content Type ◽  
Use Of Technology ◽  
Acceptance Model

Purpose The purpose of this paper is to develop a theoretical model based on Push–Pull–Mooring (PPM) framework consisting of direct, indirect and moderating effects, derived from technology acceptance model, unified theory of acceptance and use of technology and other extended theory, to address the main factor influencing an individual in adopting mobile payment (MP) in physical stores. The research, therefore, utilized individual switching behavior as an underpinning to explain MP adoption in an offline context. Design/methodology/approach The theoretical model was tested by collecting data from 459 respondents in Indonesia through online self-administered questionnaires. Findings The finding indicated consumer innovativeness has the most influential direct effect on MP adoption, followed by deal proneness, perceived convenience and perceived herd behavior. Meanwhile, perceived enjoyment and subjective norms were found to have an indirect effect on the adaptation of MP through mediator convenience. Furthermore, age, gender, occupation and income did not have any moderating effect for all the direct influence of MP adoption. Originality/value Previous literature only focused on direct intention. However, this study observed the adoption of MP in a physical store by involving the switching behavior. It specifically puts concern and objective as the factors that influence user intention to switch from their old payment system to the MP system in bricks and mortar store using PPM framework.

scholarly journals A Cloud-Based Mobile System to Improve Project Management Skills in Software Engineering Capstone Courses

2018 ◽  
Vol 2018 ◽  
pp. 1-16
Author(s):  
Andres Neyem ◽  
Juan Diaz-Mosquera ◽  
Jose I. Benedetto
Keyword(s):  
Project Management ◽  
Software Engineering ◽  
Technology Enhanced Learning ◽  
Mobile System ◽  
Management Skills ◽  
Software Artifacts ◽  
Capstone Courses ◽  
Use Of Technology ◽  
Course Outcomes ◽  
Enhanced Learning

Capstone project-based courses offer a favorable environment for the development of student skills through an approach incorporating theoretical and practical components. However, it is often difficult to successfully coordinate between students, stakeholders, and the academic team. The absence of suitable tools for addressing this issue, along with time constraints, often prevents students from attaining the expected course outcomes. This raises the question “How can we improve project management skills in computing majors through the use of technology-enhanced learning environments?” This paper presents a Cloud-based mobile system for supporting project management under a framework of best practices in software engineering capstone courses. The Kanban approach was used as a core of the proposed system. Kanban boards are very popular in the software industry today. It has been empirically shown that they provide increased motivation and project activity control due to their inherent simplicity. This helps the students and academic team be aware of the project context as it aids in preventing ambiguities, flaws, or uncertainties in the development of software artifacts.

Cross-disciplinary perspectives on the transition to remote education

2021 ◽  
pp. bmjstel-2020-000814
Author(s):  
Natasha Houghton ◽  
Will Houstoun ◽  
Sophie Yates ◽  
Bill Badley ◽  
Roger Kneebone
Keyword(s):  
Medical Education ◽  
Performing Arts ◽  
Procedural Knowledge ◽  
Clinical Skills ◽  
Technology Enhanced Learning ◽  
Practical Skills ◽  
Digital Resources ◽  
Face To Face ◽  
Direct Patient Contact ◽  
Enhanced Learning

The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely.The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

A Blended Technologies Learning Community - From Theory to Practice

2011 ◽  
pp. 209-227 ◽  
Author(s):  
Barbara Rogers Bridges ◽  
Mary C. Baily ◽  
Michael Hiatt ◽  
Deborah Timmerman ◽  
Sally Gibson
Keyword(s):  
Learning Community ◽  
Program Development ◽  
Art Music ◽  
Technology Enhanced Learning ◽  
American Education ◽  
Face To Face ◽  
Urban Teacher Education ◽  
Theory To Practice ◽  
Urban Teacher ◽  
Enhanced Learning

This chapter of the section will share the journey of a higher education faculty development team as they meet the challenge to modify a state accredited teacher licensure program to be delivered in a technology-enhanced learning environment. The Bemidji/Metro Urban Teacher Education Collaborative faculty for physical education, art, music, educational psychology and Foundations of American Education recently began to develop hybrid (blended technologies and face-to-face) courses which will meet the new K-8 Minnesota state licensure competencies. In this chapter of the section, we will also suggest a model for future blended technologies program development.

Consumer valuation of traceability labels: a cross-cultural study in Germany and Greece

2017 ◽  
Vol 119 (4) ◽  
pp. 803-816 ◽  
Author(s):  
Olga Christophorou Kehagia ◽  
Christian Colmer ◽  
Minas G. Chryssochoidis
Keyword(s):  
Stated Preference ◽  
Specific Information ◽  
Chicken Nuggets ◽  
Content Type ◽  
Face To Face ◽  
Consumer Valuation ◽  
Cross Cultural Study ◽  
Food Packages ◽  
Information Consumers ◽  
Practical Implications

Purpose The purpose of this paper is to assess impact of literacy on the combinations of traceability information on food packages of chilled chicken nuggets and fish fingers consumers choose. Design/methodology/approach A discrete choice experiment, belonging to the “stated preference method” was designed to meet the purpose of this study with 512 German and Greek consumers. According to this method, the information is gathered using methods of distinct preference asking individuals face to face questions about their behaviour. Findings The results indicate that literacy has an impact on the combinations of information consumers choose; specific information is most useful and sought by high- and low-literate consumers; and price is an important factor for the consumer choices presented in the current study, but cannot overshadow other equally important factors. Practical implications Marketing issues are raised because of the importance and utility consumers attach to traceability systems. Originality/value This is a novel research concerning literacy’s impact on the combinations of package information chosen by consumers in Germany and Greece in relation to the two studied chilled chicken and fish products (i.e. chilled chicken nuggets and fish fingers).

scholarly journals A review of learning theories and models underpinning technology-enhanced learning artefacts

2020 ◽  
Vol 17 (4) ◽  
pp. 341-354
Author(s):  
Rawad Hammad ◽  
Zaheer Khan ◽  
Fadi Safieddine ◽  
Allam Ahmed
Keyword(s):  
Hybrid Approach ◽  
Learning Theories ◽  
Bibliographic Databases ◽  
Technology Enhanced Learning ◽  
Content Type ◽  
Key Characteristics ◽  
Main Driver ◽  
E Learning ◽  
Learning Software ◽  
Enhanced Learning

PurposeVarious technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.Design/methodology/approachTo achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.FindingsThe authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.Originality/valueThe authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

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