scholarly journals Digital technologies in support of students learning in Higher Education: literature review

2020 ◽  
pp. 343-360 ◽  
Author(s):  
Marta Pinto ◽  
Carlinda Leite
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Process ◽  
Flipped Classroom ◽  
Formal Education ◽  
Digital Technologies ◽  
Active Engagement ◽  
Education Students ◽  
Face To Face ◽  
Institutional Learning

Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.

As Competências Informacional e Midiática no Ensino Superior

2018 ◽  
Vol 13 (13) ◽  
pp. 02
Author(s):  
Fernando Célio Deus ◽  
Ana Maria Pereira Cardoso
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Communication Technologies ◽  
Teaching Methodology ◽  
Education Students ◽  
Scientific Texts ◽  
Face To Face ◽  
Information And Communication ◽  
Technology And Teaching

Os avanços dos recursos tecnológicos colocam grandes desafios para as Instituições de Ensino Superior que necessitam incorporar as tecnologias de informação e comunicação em suas atividades pedagógicas. A metodologia da Sala de Aula Invertida - SAI corresponde ao método de ensino com aulas presenciais e o suporte de conteúdos em ambientes virtuais.  O artigo apresenta um modelo de avaliação das competências informacional e midiática de alunos do Ensino Superior para utilização da metodologia SAI em sua potencialidade. O modelo foi baseado em revisão de literatura e testado em uma instituição, que adota a SAI como metodologia de ensino. Os resultados demonstraram um desempenho satisfatório dos alunos nas dimensões relacionadas ao acesso e exploração hipertextual dos recursos disponíveis na plataforma, no entanto identificou-se um gap referente às habilidades relacionadas com os aspectos éticos, que devem balizar a produção de textos acadêmicos e científicos. Palavras-chave:Competência Informacional e Midiática. Uso de Tecnologias no Ensino. AbstractAdvances in technological resources pose great challenges for higher education institutions that need to incorporate information and communication technologies into their pedagogical activities.The methodology of the Flipped Classroom corresponds to the method of teaching with face-to-face classes and with the contents support in virtual environments. This paper presents a model for the evaluation of the informational and mediatic competences of higher education students to use the SAI methodology in its potentiality. The model was based on literature review and tested in an institution that adopts SAI as a teaching methodology. The results showed a satisfactory performance of the students in the dimensions related to access and hypertextual exploitation of the resources available in the platform, nevertheless a gap was identified regarding the skills related to the ethical aspects that should be used to produce the academic and scientific texts. Keywords: Informational and Mediatic Competences;Technology and Teaching. 

scholarly journals Teaching of Portuguese to the deaf: an integrative literature review

Revista CEFAC ◽  
2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Michele Elias de Carvalho ◽  
Wanilda Maria Alves Cavalcanti ◽  
Josiane Almeida da Silva
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Digital Technologies ◽  
Deaf Students ◽  
Exclusion Criteria ◽  
Policy Review ◽  
Early Acquisition

ABSTRACT Purpose: to identify the contributions of scientific research with a view to overcoming the barriers in the teaching and learning process of the written Portuguese Language for deaf students. Methods: an integrative literature review of the articles published between 2012 and 2017 available in the electronic databases: Capes and Scielo, was conducted. To select the articles, descriptors were combined: Teaching, "Portuguese Language", Portuguese, deaf and deafness. Articles present in both databases, research whose focus was the teaching of Portuguese to higher education deaf students, articles that did not deal with Portuguese language teaching to the deaf, articles unavailable in Portuguese, were the exclusion criteria. Articles that addressed, somehow, Portuguese language teaching to the deaf, complete and published between the years of 2012 and 2017 were included. Results: 133 articles were found, 16 being selected after applying the inclusion and exclusion criteria. These studies, for the purpose of analysis, were categorized into types, being: experimental, bibliographic, documentary, ethnographic, action research, among others. Conclusion: the deaf still face several barriers for acquiring the written Portuguese language, however, the scholars, from their field of action, propose some strategies which can contribute to overcome them, such as: policy review, early acquisition of Libras, use of digital technologies in the classroom.

scholarly journals The Potential of AI in Health Higher Education to Increase the Students’ Learning Outcomes

TEM Journal ◽  
2021 ◽  
pp. 488-497
Author(s):  
Maria José Sousa ◽  
Francesca Dal Mas ◽  
António Pesqueira ◽  
Carlos Lemos ◽  
Juan Manuel Verde ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Outcomes ◽  
Systematic Literature Review ◽  
Learning Process ◽  
Learning Processes ◽  
Education Students ◽  
Practical Applications ◽  
Learning Contexts ◽  
Learning Path

The main goal of this article is to understand the potential learning applications based on AI technologies for health higher education students. We employed a Systematic Literature Review, contributing to explore to what extent AI technologies are currently influencing the Health learning processes in higher education and the skills developed during the learning path. The intent is to contribute to a more profound understanding of learning contexts, methodologies, technologies, and pedagogical processes with the application of AI technologies. The literature emphasizes that AI can be used to potentiate the learning process and the learning outcomes, especially in laboratory classes, and such contexts are still largely unstudied. To fulfil this gap, some practical applications based on AI technologies applied to health higher education studies were identified, highlighting AI's innovations and possible opportunities for health higher education.

scholarly journals Influence of digital technologies on higher education students in times of the Covid-19 pandemic and the repercussions on their study habits

2021 ◽  
pp. 1-8
Author(s):  
Antonia Mireles-Medina ◽  
Ma. del Refugio Molina-Wong ◽  
Verenice Ábila-Aguilar ◽  
María Juana Mota-García
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Comparative Evaluation ◽  
Career Path ◽  
Digital Technologies ◽  
Study Habits ◽  
Fourth Moment ◽  
Education Students ◽  
Face To Face ◽  
Computational Sciences

In this article, a second analysis is carried out that consists of monitoring the study habits of a group of 17 students, during the period of their higher education. The study was carried out on students who correspond to the area of Computational Sciences and consists of making a comparative evaluation of the application of the study habits questionnaire to such a group of students in four moments of their career path. In the first, second and third moments, the students attended classes in a face-to-face modality and in the fourth moment the students attended due to COVID-19 pandemic situations in a virtual modality. Based on the second context, the analysis has been carried out. The interest in delving into study habits is to identify areas of opportunity and implement strategies that allow students to improve them and avoid vices that hinder enough to obtain better academic performance.

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

Bridging the Gap Between Web 2.0 and Higher Education

2011 ◽  
pp. 1660-1672
Author(s):  
Martin Weller ◽  
James Dalziel
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Formal Education ◽  
Digital Technologies ◽  
User Generated Content ◽  
Learning Design

This chapter looks at some of the areas of tension between the new social networking, Web 2.0 communities and the values of higher education. It argues that both the granularity of formal education and the manner in which the authors formalise learning are subject to change with the advent of digital technologies and user generated content. The gap between higher education and Web 2.0 could be bridged by, amongst other approaches, a sort of flickr for learning design, which allows users to share activities and sequences, thus meeting the diverse needs of learners and utilising the best of social networking approaches.

Analysis of Efficiency and Effectiveness in the Implementation of the Flipped Classroom in the Context of Higher Education

2021 ◽  
pp. 244-261
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Borges Gouveia ◽  
Pedro Reis
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Investigation ◽  
Educational Models ◽  
Face To Face ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
How People Learn

The study and investigation around educational models and teaching and learning methodologies is a theme that has long aroused the interest of the academic environment in higher education, both in the period before the advent of digital technology, as in current times in which technology is strongly embedded in the various teaching and learning processes, which involve classroom and distance-learning classes and courses, both in the context of e-learning and b-learning. Understanding how people learn and understand the themes presented in the classroom in face-to-face and e-learning is fundamental for planning and implementing processes that allow teachers to apply teaching and learning methodologies that can be efficient and effective. The main objective is to carry out a critical reflection on b-learning teaching, about the implementation of the teaching and learning methodology of the flipped classroom, one of the variants of b-learning teaching, supported by the results of a field investigation carried out with 152 students (n=152) of higher education.

Bridging the Gap Between Web 2.0 and Higher Education

2011 ◽  
pp. 466-478
Author(s):  
Martin Weller ◽  
James Dalziel
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Formal Education ◽  
Digital Technologies ◽  
User Generated Content ◽  
Learning Design

This chapter looks at some of the areas of tension between the new social networking, Web 2.0 communities and the values of higher education. It argues that both the granularity of formal education and the manner in which the authors formalise learning are subject to change with the advent of digital technologies and user generated content. The gap between higher education and Web 2.0 could be bridged by, amongst other approaches, a sort of flickr for learning design, which allows users to share activities and sequences, thus meeting the diverse needs of learners and utilising the best of social networking approaches.

scholarly journals Online learning - Global Challenges and Opportunities for Students in Higher Education amid the COVID-19 Pandemic: The Libyan Context

2021 ◽  
Vol 3 (2) ◽  
pp. 159-164
Author(s):  
Abdelbasit Gadour
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mode Of Delivery ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
Challenges And Opportunities ◽  
Students Attitudes ◽  
Changing Times ◽  
High Level

The spread of COVID-19 has had psychological effects on higher education students globally reflected in high level of anxiety associated with worries of failing to complete their studies (Holmes et al., 2020; Sawahhel, 2020). Due to COVID-19 all universities in Libya were closed for ten months causing a massive impact and leaving about quarter a million students without education. However, during this period some universities took preventive measures and maintained functioning from a distance. An attempt was made in this study to explore higher education students’ attitudes toward online learning and appreciate more the advantages and challenges associated with online learning. Of the 100 questionnaires sent out to university students, 58 responded back of whom 40 undergraduate and the remaining postgraduate students. The results of this study suggested that students are more interested in conventional way of learning in favour of face-to-face communication with tutors and peers as opposed to remote learning. For online learning to be successful in Libya, universities ought to upgrade their educational mode of delivery making the learning contents and assessment more desirable and responsive to the needs of the changing times. Furthermore, students must be technically and financially supported with unlimited access to internet.

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