scholarly journals Flexibility in access, interaction and assessment: The case for web-based teaching programs

1997 ◽  
Vol 13 (1) ◽  
Author(s):  
Mark Freeman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Business Students ◽  
Teaching Program ◽  
Web Based ◽  
Teaching And Learning Environment ◽  
Potential Benefits ◽  
Teaching Programs ◽  
Undergraduate Business Students

<span>Potential benefits in re-engineering higher education using Internet-based programs appear promising (Hicks 1997, Geoghegan 1996). The objective of this paper is to report the outcomes of a web-based teaching program trial involving 550 undergraduate business students. The program, called </span><em>TopClass</em><span>, provides for private email, public conference discussions, easy and consistent delivery of resources and progress testing via the WWW. Prior Internet experience was very low. Students reported the program provided increased support for their learning, improved access and interactivity. 94% of students felt it would have a positive impact on their grade and 72% would like many or all aspects of the program used in other subjects. Academics seeking to utilise web-based teaching technology to enhance the teaching and learning environment would find these results helpful.</span>

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals Global Issues in ESP Classroom: Challenges and Opportunities in Higher Education

2021 ◽  
Vol 12 (1) ◽  
pp. 388-400
Author(s):  
Yana Diachkova ◽  
Lilia Sazhko ◽  
Liudmyla Shevchenko ◽  
Anastasiia Syzenko
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Synergetic Effect ◽  
Target Language ◽  
Global Competence ◽  
Professional Skills ◽  
Global Issues ◽  
Quality Of Higher Education ◽  
Challenges And Opportunities

In English for Specific Purposes, one of the challenges is to transform teaching and learning into a process, which focuses on the development of professional skills, enables students to become successful learners of the target language, and makes them more aware of the local and global environments. This paper aims to analyse key challenges that teachers and learners face in the classrooms and suggest a way of integrating global issues into the process of development of professional soft and hard skills. The paper studies the existing ESP literature in terms of presence of global issues, explores the perceptions of global issues among university students in Ukraine, outlines the correlation between professional skills and global competence. The findings suggest that there are numerous advantages of introducing materials based on global issues into the teaching process as it has synergetic effect of fusing professional skills, soft skills and global competence. The paper concludes that this fusion improves the skill set of a future professional and has a positive impact on the quality of higher education in general.

Frameworks for CMS Design and Evaluation

2011 ◽  
pp. 69-89
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

Facilitating Civility in Distance Education

2020 ◽  
pp. 1-16
Author(s):  
Catherine F. Flynn
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Professional Relationship ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment ◽  
History Of

Higher education has a long history of incivility, and the advent of distance learning has further exacerbated the issues. Increasing incivility in our society adds another challenging dimension to combating incivility and maintaining a supportive, educational environment. This chapter addresses the challenges of maintaining civility in the online teaching and learning environment that facilitates access 24/7. Specific issues relevant to disruptive actions in distance learning are covered, as well as strategies for preventing and reducing online incivility. Promoting a sense of connectiveness and social interaction is recommended, while also maintaining a professional relationship. Online culture is discussed as a key element in establishing an effective online environment.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

Integration of Web-Based Learning into Higher Education Institutions in Uganda

2018 ◽  
Vol 13 (3) ◽  
pp. 33-50
Author(s):  
Baguma Asuman ◽  
Md. Shahadat Hossain Khan ◽  
Che Kum Clement
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Contexts ◽  
New Knowledge ◽  
Quantitative And Qualitative Methods ◽  
Analyze Data

This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general

scholarly journals Internationalization of the Curriculum in Finnish Higher Education: Understanding Lecturers’ Experiences

2019 ◽  
pp. 102831531988846 ◽  
Author(s):  
Sanna-Mari Renfors
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Teaching Styles ◽  
Assessment Practices ◽  
Teaching And Learning Environment ◽  
Inclusive Curriculum ◽  
Design Culture ◽  
English Speaking ◽  
Finnish Higher Education

This qualitative study presents an example of the internationalization of the curriculum (IoC) in a non-English speaking country, Finland, by including the lecturers in the debate. The topic is highly relevant, as IoC is becoming a focus area in Europe, and internationalization has been identified as an area in need of improvement in the Finnish system of higher education. The findings demonstrate that many lecturers are familiar with the meaning of IoC, but its implementation is highly dependent on the priorities at the institutional level. The lecturers can incorporate inclusive curriculum content and perspectives of the future profession in their teaching, but they do not have competencies, resources, and tools to adapt their teaching styles to an international, culturally diverse teaching and learning environment. Thus, IoC in Finland calls for the establishment of a new program design culture supported by the institution with the focus on international and intercultural learning outcomes and assessment practices.

scholarly journals IMPLEMENTATION TEACHING CAMPUS PROGRAM ACTIVITIES (KAMPUS MENGAJAR) ON STUDENTS LEARNING EFFECTIVENESS IN SD NEGERI 1 MEMBALONG BELITUNG

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Taufiqulloh Dahlan ◽  
Junaidi Junaidi ◽  
Zulkifli Zulkifli ◽  
Amila Amila ◽  
Indri Puspita ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
Positive Impact ◽  
Learning Activities ◽  
Teaching Program ◽  
Teaching Activity ◽  
Face To Face ◽  
Activity Program ◽  
Face To Face Learning ◽  
Over Time

This study aims to examine the effect of teaching program activities to see the effectiveness of student learning at SD Negeri 1 Membalong. During the COVID-19 pandemic, teaching and learning activities were shifted to face-to-face learning. Students learn by using various features provided on the internet. For approximately 1 year studying at home, over time now several schools have implemented a new normal and have carried out face-to-face learning activities, one of which is at SD Negeri 1 Membalong while still paying attention to health protocols. Campus teaching program activities are one of the activities that help teachers in teaching and learning activities, administration and introduction of technology. This campus teaching activity is a program designed by Nadiem Makarim which involves students going directly to schools located in 3T areas (frontier, outermost, remote). This activity has a positive impact on students and schools involved in this activity. The purpose of this article is to see how influential this teaching activity program is, then examine how effectively students study at SD Negeri 1 Membalong during the pandemic. This study uses an interactive qualitative method with complete data collection using observations, interviews and documentation during activities at SD Negeri 1 Membalong.

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