Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube

Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.

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Analysis of a Portuguese HEI teachers experience in the context of COVID-19

Texto Livre Linguagem e Tecnologia ◽

10.35699/1983-3652.2021.33579 ◽

2021 ◽

Vol 14 (2) ◽

pp. e33579

Author(s):

Elisabete Brito ◽

Natália Gomes ◽

Pedro Tadeu ◽

Carlos Brigas

Keyword(s):

Higher Education ◽

Distance Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Education Institution ◽

New Paradigm ◽

Quantitative Investigation ◽

Work Volume ◽

Current Context ◽

Portuguese Higher Education

The current context of the pandemic crisis has led to unexpected educational changes. It has forced the institutions to rapidly adapt their teaching and learning methodologies in all areas, especially in higher education. This situation, atypical, has given rise to numerous reflections on the ability of institutions to adapt to this new paradigm. This research aims to understand how the Portuguese Higher Education Institution (Polytechnic of Guarda) teachers have adjusted their teaching and learning process to distance learning situation. We constructed a quantitative investigation with a survey applied to the population, consisting of 158 elements, achieving 102 valid answers, 65% of the population. The results show that despite the initial doubts and concerns at the beginning of the process, there was always a substantial increase in work volume. There was a rapid adaptation to new teaching and learning methodologies in COVID-19 time. Overall, most of the inquiries considered this distance learning experience to be very positive.

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The learning experience of a visually impaired learner at a higher education institution regarding emergency blended teaching and learning

Perspectives in Education ◽

10.18820/2519593x/pie.v39.i1.21 ◽

2021 ◽

Vol 39 (1) ◽

Keyword(s):

Higher Education ◽

Visually Impaired ◽

Teaching And Learning ◽

Learning Experience ◽

Education Institution ◽

Higher Education Institution ◽

Blended Teaching

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Strategi Pengajaran Dosen Dan Pengalaman Pembelajaran Mahasiswa Dalam Matematika Teknik Di Polytechnic Kuching Sarawak Malaysia

MADRASAH ◽

10.18860/jt.v6i1.3293 ◽

2016 ◽

Vol 6 (1) ◽

pp. 14

Author(s):

Ling Ying Leh

Keyword(s):

Active Learning ◽

Teaching Methods ◽

Student Involvement ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Experience ◽

Learning Experiences ◽

Learning Approaches ◽

Student Centered ◽

Passive Learning

Teaching and learning approaches practiced by educators today must be different to suit the contents and time. Lecturers-teaching focused on student-centered teaching should be encouraged and emphasized as highly active student involvement is required during the process of teaching and learning. Active student involvement will form the interest of students to explore knowledge. The purpose of this study is to get the students’ perception of the lecturers’ teaching and students’ learning experiences. In this study, the lecturers’ teaching aspect highlighted is composed of a lecturer-centered teaching methods and student-centered teaching and learning experience aspects is in relation to active learning and passive learning. This study involved a total of 169 respondents among 2nd semester engineering students of diploma program who are studying in Engineering Mathematics 2 at Polytechnic Kuching Sarawak. These samples were identifid through stratifid random sampling method to answer a questionnaire about the lecturers’ teaching and students learning experiences. The instrument used was a structured questionnaire which containing 20 items. The data obtained were analyzed using descriptive statistics; i.e. mean, percentage and standard deviation. Through this study, the overall mean value obtained for lecturer-centered teaching methods and student-centered teaching methods are respectively 4.08 and 3.81. While the overall mean for active learning and passive learning is respectively 3.65 and 4.04. In this regard, the role of the lecturers who teach should not be underestimated because the majority of students still consider lecturer as a source of knowledge and “guardian” of them. Keywords: Active learning, Student-centered teaching

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eDify: Enhancing Teaching and Learning Process by Using Video Streaming Server

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v15i11.20245 ◽

2021 ◽

Vol 15 (11) ◽

pp. 49

Author(s):

Raza Hasan ◽

Sellappan Palaniappan ◽

Salman Mahmood ◽

Kamal Uddin Sarker ◽

Mian Usman Sattar ◽

...

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Learning Experience ◽

Principal Component ◽

Education Institution ◽

Regression Analyses ◽

Mobile Media ◽

Main Research ◽

Streaming Server ◽

Effective Technology

The study investigates the nature and degree of influence of the range of application usability variables on the learning experience of the students at a specific institution of higher education institution in Oman. The study was carried out via eDify implementation encompassing the usability variables and learning experience of the students. Literature does little to suggest the aforementioned relationship in the context of the Omani higher education. The current study would reveal the variables that are critical to effective technology-based learning of the students. The implications generated through the study would allow the institution involved in the study to effectively implement the variables required for enhanced teaching and learning. The methodology used in the study is divided into an exploratory and the main research. Principal component analysis and a range of regression analyses are conducted to test the relationships between the independent and the dependent variable, “learning experience”. Results suggest that the usability variables have both positive and significant effects on the dependent variable of the learning experience. One usability variable that stands out more than others is the usage of mobile media.

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Choosing the Right Learning Management System (LMS) for the Higher Education Institution Context: A Systematic Review

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v11i06.5644 ◽

2016 ◽

Vol 11 (06) ◽

pp. 55 ◽

Cited By ~ 20

Author(s):

Nurul Nadirah Mohd Kasim ◽

Fariza Khalid

Keyword(s):

Higher Education ◽

Management System ◽

Teaching And Learning ◽

Learning Experience ◽

Learning Management System ◽

Education Institution ◽

Ease Of Use ◽

User Friendliness ◽

Learning Management ◽

The Right

A Learning Management System (LMS) is one e-learning tool that has been widely used to improve students’ learning experience and the construction of their understanding of certain topics. This concept paper discusses a number of potential Learning Management Systems (LMS) that can be utilised for teaching and learning processes in the context of Higher Education Institutions, for example Moodle, ATutor, Blackboard and SuccessFactors. The comparison is made based on a literature review of the characteristics of the selected LMS providers. Among the characteristics considered are flexibility, ease of use, accessibility and user-friendliness. This paper also provides some conclusions on the selection of the platform to be used. The results of this study give readers information to make their own decisions when choosing an LMS platform based on the needs of their institution.

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Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

BMC Medical Education ◽

10.1186/s12909-020-02470-1 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Ubirajara José Picanço de Miranda Junior ◽

Maria Rita Carvalho Garbi Novaes ◽

Henrique Batista Araújo Santos ◽

João Fellipe Santos Tatsch ◽

Rafael Sanches Ferreira ◽

...

Keyword(s):

Higher Education ◽

Focus Groups ◽

Organizational Identity ◽

Mixed Method ◽

Teaching And Learning ◽

Education Institution ◽

Early Years ◽

Common Interest ◽

Public Higher Education ◽

Higher Education Institution

Abstract Background Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

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The Correlation between Servqual Dimensions and Student Satisfaction

ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL ◽

10.24191/abrij.v7i2.14909 ◽

2021 ◽

Vol 7 (2) ◽

pp. 7

Author(s):

Nur Zihan Abd Rashid ◽

Tuan Nur Athirah Nabilah Tuan Ismail ◽

Bibianah Thomas

Keyword(s):

Higher Education ◽

Service Quality ◽

Student Satisfaction ◽

Learning Experience ◽

Sampling Technique ◽

Education Institution ◽

Primary Objective ◽

Future Research ◽

Higher Education Institution ◽

New Findings

Service quality is a very crucial element in ensuring the competitiveness of various institutions. By having a good service quality, the reputation of the organization will enhance and thus become their added competitive advantage. In higher education institution, service quality is important to ensure the students whom are their primary stakeholders are able to have a good learning experience in which will then influence their satisfaction. The primary objective of this paper is to analyze the correlation between five elements in SERVQUAL dimensions (tangibility, reliability, responsiveness, assurance, empathy) and the student satisfaction. The questionnaires were distributed among the students in various faculties in UiTM Sabah by using convenience sampling technique and 250 questionnaires were managed to be collected for analysis. Overall, the result shows that the students are satisfied with service quality in UiTM Sabah. Specifically, all five SERVQUAL dimensions correlate with student satisfaction. Reliability, responsiveness and empathy dimensions have strong correlation with student satisfaction. Meanwhile, both tangibility and assurance have moderate correlation with student satisfaction. This study is hoped to contribute towards the new knowledge in the field of service quality especially in higher education institutions Future research is also proposed at the final section of this study to discover new findings from different perspectives of service quality. Keywords: servqual; students’ satisfaction; service quality; higher education institution; service delivery.

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The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.2018070101 ◽

2018 ◽

Vol 13 (3) ◽

pp. 1-17 ◽

Cited By ~ 5

Author(s):

Afaf Mubarak Bugawa ◽

Andri Mirzal

Keyword(s):

Higher Education ◽

Social Networks ◽

Web 2.0 ◽

Student Learning ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classrooms ◽

Web 2.0 Technologies ◽

The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

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The Importance of Identifying Learning Styles in Medical Education

Revista Brasileira de Educação Médica ◽

10.1590/1981-52712015v42n3rb20170111r1ing ◽

2018 ◽

Vol 42 (3) ◽

pp. 189-193

Author(s):

Cynthia Caetano ◽

Roseli Luedke ◽

Ivan Carlos Ferreira Antonello

Keyword(s):

Medical Education ◽

Learning Styles ◽

Teaching And Learning ◽

Learning Needs ◽

Learning Approach ◽

Student Centered ◽

Student Centered Learning ◽

Essential Information ◽

Passive Learning ◽

Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

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‘Centering’ Teaching Excellence in Higher Education

5th International Conference on Higher Education Advances (HEAd'19) ◽

10.4995/head19.2019.9408 ◽

2019 ◽

Author(s):

Diarmaid Lane

Keyword(s):

Higher Education ◽

Undergraduate Students ◽

Teaching And Learning ◽

Learning Effectiveness ◽

Corporate University ◽

Teaching Excellence ◽

Student Centered ◽

Teaching Awards ◽

Negative Effect ◽

Significant Weakness

This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable. An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students. This had a subsequent negative effect on several levels. The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.

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