scholarly journals Uso da Rede Social Facebook como Ferramenta de Ensino-aprendizagem em Cursos de Ensino Superior

2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Angelo Luís Scherer ◽  
Josefa Gomes de Farias
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Virtual Learning Environment ◽  
Redes Sociales ◽  
Learning Tool ◽  
Management Actions ◽  
Collaborative Tool ◽  
Teachers And Students ◽  
Teaching Learning

Desde a criação do Facebook, diversas utilidades da sua plataforma foram direcionadas à educação. Atualmente, vários estudos têm sugerido o seu uso como ferramenta de construção colaborativa no processo de ensino-aprendizagem. Neste sentido, o presente trabalho pretende analisar referenciais teóricos para identificar o uso do Facebook como ferramenta colaborativa e assinalar ações de gestão e planejamento nas instituições de ensino superior para o adequado funcionamento e uso deste pelos docentes e discentes para tal uso. Pelas revisões realizadas, pode-se observar que, devido à ubiquidade das redes sociais e à ampla penetração do Facebook entre os jovens e universitários, essa ferramenta possibilita maior comunicação, interação e flexibilidade no ambiente universitário, bem como é promissora ao estender a aprendizagem para além do tempo da aula, promovendo a autonomia do aprender. Dessa forma, as universidades têm um importante papel ao planejar adequadamente o uso das tecnologias de comunicação e informação, além de tomar medidas junto aos professores e alunos para o êxito do uso do Facebook como ferramenta de apoio ao ensino dentro do contexto geral de aprendizagem colaborativa.Palavras-chave: Ambiente Virtual de Aprendizagem. Aprendizagem colaborativa. Ensino EaD. Use of Facebook as a Teaching-Learning Tool in Higher Education CoursesABSTRACT Facebook has been directing several issues to education in its Learning Management Systems since it was created. Currently, several studies have suggested their use as a collaborative tool in the teaching learning processes. In this sense, this work intends to analyze theoretical references to identify the use of Facebook as a collaborative tool, and mark management actions and planning in higher education institutions for proper operation and use by teachers and students. Due to the ubiquity of social networks, and the widespread penetration of Facebook among young and undergraduate students, this tool allows their greater communication, interaction and flexibility in the university. Thus, in addition to promising the extension of learning beyond the class time, it promotes the autonomy of learning. In this way, universities play an important role in properly planning the use of information and communication technologies, and to take management actions with teachers and students to successfully use Facebook as a collaborative learning tool. Keywords: Virtual learning environment. Collaborative learning. Distance Learning. Uso de la Red Social Facebook como Herramienta de Enseñanza-aprendizaje en Cursos de Enseñanza SuperiorRESUMENDesde la creación de Facebook varias utilidades de su plataforma se fueron dirigidos a la educación. Actualmente, varios estudios han sugerido su uso como una herramienta para la construcción colaborativa en la enseñanza del proceso de aprendizaje. En este sentido, este trabajo pretende analizar referenciales teóricos para identificar el uso de Facebook como herramienta colaborativa, e identificar acciones de gestión y planificación en las instituciones de educación superior para el correcto funcionamiento y uso por profesores y estudiantes. Por las revisiones realizadas, se puede observar que debido a la ubicuidad de las redes sociales, y la amplia penetración de Facebook entre los jóvenes y universitarios, esta herramienta posibilita una mayor comunicación, interacción y flexibilidad en el ambiente universitario, así como es prometedora al extender el aprendizaje más allá del tiempo de la clase, promoviendo la autonomía del aprendizaje. De esta manera, se asume que las universidades tienen um importante papel al planificar adecuadamente el uso de tecnologías de información y comunicación, y tomar medidas con los profesores y estudiantes para el éxito del uso de Facebook como uma herramienta de aprendizaje colaborativo.Palabras clave: Entorno virtual de aprendizaje. Aprendizaje colaborativo. Educación a distancia

scholarly journals Análise da produção de narrativas digitais no ensino superior em saúde

EAD em FOCO ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Maria Augusta Vasconcelos Palácio ◽  
Miriam Struchiner
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Digital Storytelling ◽  
Communication Technologies ◽  
Virtual Learning Environment ◽  
Daily Routine ◽  
Digital Information ◽  
Information And Communication ◽  
The Media ◽  
Teaching Learning

A narrativa digital envolve o potencial da narrativa de facilitar a construção de sentido e o compartilhamento de experiências com as linguagens das tecnologias digitais de informação e comunicação. Ela pode promover a participação ativa e reflexiva dos sujeitos educandos. No ensino superior em saúde, defende-se uma mudança nas práticas pedagógicas tradicionais com a valorização das experiências dos alunos. Na formação em Atenção Primária à Saúde há a necessidade de aproximá-los do cotidiano familiar e social dos usuários do serviço e promover a discussão sobre a relevância dessa formação. O objetivo do artigo é analisar narrativas digitais produzidas em um blog quanto às linguagens midiáticas utilizadas. Trata-se de uma pesquisa qualitativa descritiva, cujo contexto é uma disciplina de um curso de Medicina. Para a produção das narrativas, os alunos criaram blogs em um ambiente virtual de aprendizagem. Os resultados mostraram a produção de narrativas em multimídia a partir da utilização de outras linguagens midiáticas, como imagens/fotos e vídeos. A análise da narrativa revelou que o uso de diferentes linguagens para apresentar as experiências e a forma como o blog foi explorado são aspectos que sugerem o desenvolvimento de habilidades, o estímulo à criatividade e a reflexão do aluno nesse processo de ensino-aprendizagem.Palavras-chave: Narrativas digitais, Tecnologias de informação e comunicação, Ensino superior, Ensino da Saúde.  Analysis of the Production of Digital Storytelling in Higher Education in Health AbstractDigital storytelling involves the narrative's potential to facilitate the construction of meaning and sharing experiences, with the languages of Digital Information and Communication Technologies. It can promote active and reflective participation of the students. In Higher Education in the health field, the latest debates argue for change in traditional teaching practices with the appreciation of the students experiences. On the training in Primary Health Care there is the need to approach them from the family daily routine and social service users and promote discussion on the relevance of training in that context. The aim of this study is to analyze digital storytelling produced in a blog according to the media languages used. This is a descriptive qualitative research which the context is is a discipline present in a medicine course. To produce digital storytelling, students created blogs in the virtual learning environment. The results showed the production of multimedia narratives based on the use of different media, such as pictures/photos, and videos. Analysis of the narratives revealed that the use of different languages to present the experiences and the way the blog tool was explored are aspects that suggest the development of skills, stimulating creativity, and reflection of the student in the teaching-learning process.Keywords: Digital storytelling, Information and communication technologies, Higher education, Health education.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals An Effective Practice of ICT Tools in Higher Education to Improve the Teaching Learning Process

2021 ◽  
Vol 23 (06) ◽  
pp. 940-960
Author(s):  
Dr. Kendaganna Swamy S ◽  
◽  
Shaila H Kopal ◽  
Sushmitha N ◽  
Shruthi P ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Continuous Process ◽  
Assessment Tools ◽  
Innovative Teaching ◽  
Course Content ◽  
Information And Communication ◽  
Internet In Education ◽  
Teaching Learning

Education is a process that simplifies learning. It should be a continuous process in one’s life to attain success. Over the decades, Information and Communication Technologies (ICT) have gradually begun to play a very important role in education, with their usage in education is growing worldwide continuously. These methods allow access to information through the internet. In education, ICT is the method of teaching that uses information and communication technology to support, improve and optimize the transfer of information, in turn leading to the invention of smart education. This improves the quality of teaching, the learning process of students and ultimately facilitates e-learning. It is commonly believed that technology can empower educators and students, making substantial contributions to knowledge and achievement. This paper gives an insight into the various tools that help instructors to develop online course content using Learning Management System tools. These tools allow the instructors to conduct online classes from any location using tutor tools and desktop recording tools to record screen output for further use. The instructor can assess the students in their course using assessment tools and can also enhance teaching methods using innovative teaching tools. The paper also throws limelight on the feedback taken by the faculty as well as the students about the usage of various tools in higher education which helps in analyzing the best suitable tools.

scholarly journals USO DIDÁCTICO DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y COMUNICACIÓN EN LAS UNIVERSIDADES: ¿ASPIRACIÓN O EXPECTATIVA?

PARADIGMA ◽  
2020 ◽  
pp. 484-507
Author(s):  
Haydee Guillermina Páez ◽  
Nolberto Goncalves Rodríguez ◽  
Evelyn Cristina Arreaza Páez
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Social Process ◽  
Education Institution ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Affective Component ◽  
Teachers And Students ◽  
Information And Communication ◽  
Para Determinar

El ser humano siempre ha puesto su curiosidad e ingenio para mejorar su calidad de vida, siendo la comunicación una de las áreas más destacadas debido a su notable rol socializador. La convergencia de los avances en electrónica, informática y comunicaciones transmutó en la telemática y en la creación de la Internet, que ha interconectado al mundo y todos los ámbitos del acontecer social. La educación, proceso netamente social, ha sido impactada por el advenimiento de la Internet desde la década de los noventa, modificando no sólo el tipo de recursos utilizados en el proceso didáctico de facilitación y adquisición de aprendizajes, por sus dos actores protagónicos: docentes y estudiantes, respectivamente; sino también, la cultura de las instituciones educativas, las cuales como en el caso Venezolano, por imperio de la ley, deben incorporar en su misión y planes de desarrollo organizacional, las Tecnologías de la Información y Comunicación (TIC). Transcurridas dos décadas de haber sido establecido como prioridad el uso de la internet en las instituciones educativas, ergo en las Universidades Venezolanas, en el presente artículo se analizan, bajo la visión de los mundos Popperianos (Popper, 1986), dos instituciones universitarias, una pública y otra privada; para determinar si el uso didáctico de las TIC responde a una expectativa o a una aspiración y si ésta, es personal o institucional. Se evidenció una insatisfacción de la expectativa legal decantada en una aspiración institucional, dada la existencia de una generalizada predisposición negativa de docentes y estudiantes hacia el uso de las TIC como recurso para mediar procesos didácticos en la sociedad actual, lo cual resalta el importante papel del componente afectivo personal, en este caso la afectividad digital (Goncalves, 2015), para el logro de las metas que sobre dicho uso se plantea una institución de educación universitaria.Palabras clave: TIC, Uso Didáctico, Educación Universitaria, Afectividad Digital.Uso Didático das Tecnologias da Informação e Comunicação nas Universidades: aspiração ou expectativa?ResumoO ser humano sempre colocou sua curiosidade e engenho para melhorar sua qualidade de vida, sendo a comunicação uma das áreas mais destacadas devido ao seu notável papel socializador. A convergência dos avanços em eletrônica, informática e comunicações, transmutou-se em telemática e na criação da Internet, que interconectou o mundo e todas as áreas de eventos sociais. A educação, um processo puramente social, tem sido impactada pelo advento da Internet desde os anos noventa, modificando não apenas o tipo de recursos utilizados no processo didático de facilitação e aquisição de aprendizagem, por seus dois principais atores: professores e estudantes, respectivamente; mas também a cultura das instituições de ensino, que, como no caso venezuelano, por imperativo da lei, deve incorporar as Tecnologias da Informação e Comunicação (TIC) em sua missão e planos de desenvolvimento organizacional. Duas décadas após de ter sido establecido como una prioridade o uso da Internet nas instituições de ensino, portanto nas universidades venezuelanas, neste artigo analisamos, baixo a visão dos mundos Popperianos (Popper, 1986), duas instituições universitárias, uma pública e outra privada; para determinar se o uso didático das TIC responde a uma expectativa ou aspiração, e se é pessoal ou institucional. Foi encontrada uma insatisfação com a expectativa legal estabelecida em uma aspiração institucional, dada a existência de uma predisposição negativa generalizada de professores e estudantes para o uso das TIC como recurso para mediar processos didáticos na sociedade atual, destacando o importante papel do componente afetivo pessoal, neste caso da afetividade digital (Goncalves, 2015), para a consecução dos objetivos que sobre esse uso surge duma instituição de ensino universitário.Palavras chave: TIC, Uso Didático, Educação Universitária, Afetividade Digital.Didactic Usage of Information and Communication Technologies in Universities: ¿aspiration or expectation?AbstractHuman being has always been curious with all its wit about improving its quality of life, being communication one of the most featured areas due to its remarkable socializing role. The convergence of advances in Electronics, Informatic and Communications transmuted into Telematic and the creation of Internet, which has interconnected the world and all social environments. Education, truly a social process, has been impacted by the arrival of the Internet since the 90s, modifying not only the type of resources used in the didactic process of facilitation and acquisition of knowledge involving their two main protagonists: teachers and students, respectively; but also the culture of the educational institutions, which, in the Venezuelan case, by law, must incorporate in their mission and organizational developing plans, the Information and Communication Technologies (ICT). After two decades of establishing the use of Internet as a priority in educational institutions, mostly in Venezuelan universities, in the present article two higher education institutions are analyzed using the Popperian vision (Popper, 1986): one private and one public; to determine if the didactic usage of ICT responds to an expectation or to an aspiration, and as such, if it is personal or institutional. A dissatisfaction of the legal expectation was evidenced, which turned in an institutional aspiration, due to the existence of a negative and general predisposition of teachers and students towards the use of ICT as resources for the mediation of didactic processes in today’s society, which highlights the important role of the personal affective component; in this case, digital affectivity (Goncalves, 2015) for the accomplishment of goals that a higher education institution has established.Keywords: ICT, Didactic Usage, Higher Education, Digital Affectivity.

scholarly journals USO DIDÁCTICO DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y COMUNICACIÓN EN LAS UNIVERSIDADES: ¿ASPIRACIÓN O EXPECTATIVA?

PARADIGMA ◽  
2020 ◽  
pp. 484-507
Author(s):  
Haydee Guillermina Páez ◽  
Nolberto Goncalves Rodríguez ◽  
Evelyn Cristina Arreaza Páez
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Social Process ◽  
Education Institution ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Affective Component ◽  
Teachers And Students ◽  
Information And Communication ◽  
Para Determinar

El ser humano siempre ha puesto su curiosidad e ingenio para mejorar su calidad de vida, siendo la comunicación una de las áreas más destacadas debido a su notable rol socializador. La convergencia de los avances en electrónica, informática y comunicaciones transmutó en la telemática y en la creación de la Internet, que ha interconectado al mundo y todos los ámbitos del acontecer social. La educación, proceso netamente social, ha sido impactada por el advenimiento de la Internet desde la década de los noventa, modificando no sólo el tipo de recursos utilizados en el proceso didáctico de facilitación y adquisición de aprendizajes, por sus dos actores protagónicos: docentes y estudiantes, respectivamente; sino también, la cultura de las instituciones educativas, las cuales como en el caso Venezolano, por imperio de la ley, deben incorporar en su misión y planes de desarrollo organizacional, las Tecnologías de la Información y Comunicación (TIC). Transcurridas dos décadas de haber sido establecido como prioridad el uso de la internet en las instituciones educativas, ergo en las Universidades Venezolanas, en el presente artículo se analizan, bajo la visión de los mundos Popperianos (Popper, 1986), dos instituciones universitarias, una pública y otra privada; para determinar si el uso didáctico de las TIC responde a una expectativa o a una aspiración y si ésta, es personal o institucional. Se evidenció una insatisfacción de la expectativa legal decantada en una aspiración institucional, dada la existencia de una generalizada predisposición negativa de docentes y estudiantes hacia el uso de las TIC como recurso para mediar procesos didácticos en la sociedad actual, lo cual resalta el importante papel del componente afectivo personal, en este caso la afectividad digital (Goncalves, 2015), para el logro de las metas que sobre dicho uso se plantea una institución de educación universitaria.Palabras clave: TIC, Uso Didáctico, Educación Universitaria, Afectividad Digital.Uso Didático das Tecnologias da Informação e Comunicação nas Universidades: aspiração ou expectativa?ResumoO ser humano sempre colocou sua curiosidade e engenho para melhorar sua qualidade de vida, sendo a comunicação uma das áreas mais destacadas devido ao seu notável papel socializador. A convergência dos avanços em eletrônica, informática e comunicações, transmutou-se em telemática e na criação da Internet, que interconectou o mundo e todas as áreas de eventos sociais. A educação, um processo puramente social, tem sido impactada pelo advento da Internet desde os anos noventa, modificando não apenas o tipo de recursos utilizados no processo didático de facilitação e aquisição de aprendizagem, por seus dois principais atores: professores e estudantes, respectivamente; mas também a cultura das instituições de ensino, que, como no caso venezuelano, por imperativo da lei, deve incorporar as Tecnologias da Informação e Comunicação (TIC) em sua missão e planos de desenvolvimento organizacional. Duas décadas após de ter sido establecido como una prioridade o uso da Internet nas instituições de ensino, portanto nas universidades venezuelanas, neste artigo analisamos, baixo a visão dos mundos Popperianos (Popper, 1986), duas instituições universitárias, uma pública e outra privada; para determinar se o uso didático das TIC responde a uma expectativa ou aspiração, e se é pessoal ou institucional. Foi encontrada uma insatisfação com a expectativa legal estabelecida em uma aspiração institucional, dada a existência de uma predisposição negativa generalizada de professores e estudantes para o uso das TIC como recurso para mediar processos didáticos na sociedade atual, destacando o importante papel do componente afetivo pessoal, neste caso da afetividade digital (Goncalves, 2015), para a consecução dos objetivos que sobre esse uso surge duma instituição de ensino universitário.Palavras chave: TIC, Uso Didático, Educação Universitária, Afetividade Digital.Didactic Usage of Information and Communication Technologies in Universities: ¿aspiration or expectation?AbstractHuman being has always been curious with all its wit about improving its quality of life, being communication one of the most featured areas due to its remarkable socializing role. The convergence of advances in Electronics, Informatic and Communications transmuted into Telematic and the creation of Internet, which has interconnected the world and all social environments. Education, truly a social process, has been impacted by the arrival of the Internet since the 90s, modifying not only the type of resources used in the didactic process of facilitation and acquisition of knowledge involving their two main protagonists: teachers and students, respectively; but also the culture of the educational institutions, which, in the Venezuelan case, by law, must incorporate in their mission and organizational developing plans, the Information and Communication Technologies (ICT). After two decades of establishing the use of Internet as a priority in educational institutions, mostly in Venezuelan universities, in the present article two higher education institutions are analyzed using the Popperian vision (Popper, 1986): one private and one public; to determine if the didactic usage of ICT responds to an expectation or to an aspiration, and as such, if it is personal or institutional. A dissatisfaction of the legal expectation was evidenced, which turned in an institutional aspiration, due to the existence of a negative and general predisposition of teachers and students towards the use of ICT as resources for the mediation of didactic processes in today’s society, which highlights the important role of the personal affective component; in this case, digital affectivity (Goncalves, 2015) for the accomplishment of goals that a higher education institution has established.Keywords: ICT, Didactic Usage, Higher Education, Digital Affectivity.

scholarly journals Use of ICT to Enhance the Learning Process in Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 97-102
Author(s):  
Chetlal Prasad ◽  
Pushpa Gupta
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Information And Communication ◽  
Teaching Learning

ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.

scholarly journals Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives

2020 ◽  
pp. 172-194
Author(s):  
Azlin Zaiti Zainal ◽  
Siti Zaidah Zainuddin
Keyword(s):  
Education Policy ◽  
Information And Communication Technologies ◽  
Large Scale ◽  
Evaluation Studies ◽  
Communication Technologies ◽  
Virtual Learning Environment ◽  
Ict In Education ◽  
Educational Innovations ◽  
Teachers And Students ◽  
Information And Communication

Educational change, particularly change involving the adoption of educational innovations, is a complex process. In Malaysia, the significant role of information and communication technologies (ICTs) in promoting digital education is reflected in the national ICT in education policy. Nevertheless, studies in the Malaysian educational context have shown that the policy implementation resulted in varying degrees of success. Through a discourse analysis approach, this paper aims to examine the evaluation studies on large scale initiatives introduced to digitize the Malaysian education system, from the Smart Schools programme to the incorporation of the Frog Virtual Learning Environment in classroom. The rationale behind these top-down initiatives and how they affected the stakeholders at the micro level, namely, teachers and students, are reviewed and analysed. The analysis informs our understanding of the factors that contribute to the successful and unsuccessful implementation of these initiatives and guide the planning of future policies.

scholarly journals The Implementation of Collaborative Learning via Virtual Communities in Moroccan Higher Education

2019 ◽  
Vol 1 (2) ◽  
pp. 60-73
Author(s):  
ABDELOUAHED LAACHIR
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Virtual Communities ◽  
Data Gathering ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Positive Attitudes ◽  
Teaching Learning

This paper focuses on the implementation of using collaborative learning via virtual communities in EFL (English as a Foreign Language) with a vision to identify three things: students’ perception, their active participation in virtual learning groups, students’ satisfaction with this new strategy of learning, and the relationship between gender and the latter. To answer these questions, the present research adopts a quantitative method using a questionnaire for data gathering and the use of IBM SPSS for data analysis. The findings of the present study demonstrate that students hold positive attitudes towards online collaborative learning, students are active participants in the online learning process; students are satisfied and able to develop many skills like, problem solving skills, communication skills, and critical thinking skills. Last but not least, the findings also show that gender does not affect the effectiveness of using collaborative learning in virtual communities. Thus, the implementation of this up-dated strategy of learning is useful and needed to fulfill the missing gaps in the traditional ways of teaching/learning English as a foreign language in the Moroccan higher education.

Current and Future Trends in Higher Education Learning

2015 ◽  
pp. 277-292 ◽  
Author(s):  
Mary Holz-Clause ◽  
Dileepkumar Guntuku ◽  
Vikram Koundinya ◽  
Reginald Clause ◽  
Kanika Singh
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Courses ◽  
Future Trend ◽  
Future Trends ◽  
Information And Communication ◽  
Methods Of Learning ◽  
Teaching Learning

Emerging educational practices and growing demand from education researchers and learners appear to be driving a shift toward the learner and context-centered teaching approach. Higher education is transitioning delivery from a predominantly teacher-centered mode to a non-traditional learner-oriented one. This change is being primarily facilitated by the advent of Information and Communication Technologies (ICTs) in curriculum design and delivery ushering online learning. In this chapter, we discuss the current and future trends in higher education for curriculum design and delivery using online learning. We present Massive Open Online Courses (MOOCs) as an online teaching-learning future trend that can help provide educational access to millions of students geographically situated all over the world. We share a case study from India, highlighting the initiatives in the field of higher education and course delivery with the use of ICTs and the changes in methods of learning-content delivery. The advantages and challenges associated with MOOCs are also discussed.

Kahoot!

2019 ◽  
pp. 191-208
Author(s):  
Dini Turipanam Alamanda ◽  
Grisna Anggadwita ◽  
Abdullah Ramdhani ◽  
Mediany Kriseka Putri ◽  
Wati Susilawati
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Open Access ◽  
Learning Strategies ◽  
The Internet ◽  
Learning Tools ◽  
Learning Tool ◽  
Teaching Process ◽  
New Learning ◽  
Teaching Learning

Learning strategies in the digitalization era are vastly expanding. Students are comprised of the millennials for whom life cannot be separated from technology and the internet. The ever-expanding technology has posed new challenge on the teaching process of millennials, and one of which is the growing importance and increased involvement of technology that empower a host of new learning tools. One of the most prominent open-access teaching/learning tool is Kahoot! This chapter aims to complement studies about the use of game-based methods at higher education. The survey was conducted for 1 year at a university located in a small city in Indonesia. A total of 415 students were actively involved in measuring their perceptions of games-based learning tools called Kahoot! Furthermore, this study also measured differences in outcomes between faculties, types of subjects, and commonly used research methods. The result shows that Kahoot! positively impacts student academic achievement as measured by student motivation, enjoyment, engagement, and concentration.

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