scholarly journals Pedagogical practices based on areas of knowledge: Reflections on the technology use

2020 ◽  
Vol 7 (1) ◽  
pp. 134-141
Author(s):  
Monica Cristina Garbin ◽  
Edison Trombeta de Oliveira ◽  
Nadia Rubio Pirillo ◽  
Simone Telles
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Data Collection ◽  
Technology Use ◽  
Teaching Practice ◽  
Education Technology ◽  
Production Costs ◽  
Pedagogical Practices ◽  
Data Collection Tool ◽  
Intermediate Point

The appropriation of technologies in education must consider the specificities of each knowledge field and propose the demand for its pedagogical use. In distance learning (DL), which relies on the use of technologies, the reflection on the use of this resource becomes fundamental. Processes, methodologies and materials are usually standardised due to time and production costs. It is necessary to identify an intermediate point in this standardisation that takes into account the specificities of the knowledge fields. This study aims to discuss the pedagogical practices in DL considered appropriate to the knowledge fields, in the appropriate combination of contents, technologies and pedagogical practices. The methodology adopted is qualitative, using survey as a data collection tool. In conclusion, this article indicates that there are, actually, more effective teaching practices for each knowledge field. There are still recommendations in order to study deeply the real learning in each teaching practice. Keywords: Higher education, distance learning, pedagogical practices, education technology, TPACK.

scholarly journals Para além da Educação a Distância: Práticas Formativas e Relacionais em um Curso de Ciências Biológicas

EAD em FOCO ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Germana Costa Paixão ◽  
Ana Ciléia Pinto Teixeira Henriques ◽  
Francisco Fábio Castelo Branco ◽  
Eloisa Maia Vidal
Keyword(s):  
Biological Sciences ◽  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education Technology ◽  
State University ◽  
Relational Practice ◽  
Short Time ◽  
Affective Skills

As práticas de formação que incentivam o desenvolvimento das habilidades afetivas em estudantes têm sido avaliadas no contexto de ensino a distância no Brasil. O estudo tem como objetivo apresentar práticas formativas e relacionais desenvolvidas no curso de Ciências Biológicas na modalidade a distância de uma universidade estadual no Ceará. É um estudo descritivo-reflexivo em forma de estudo de caso que discute experiências em andamento, sendo estas: Monitoria Acadêmica; Vida em Foco; Ciência na Escola e Musicalizando a Biologia. As atividades têm procurado desenvolver nos alunos o espírito de colaboração e da experiência de realidade em que, em um curto espaço de tempo, estarão inseridos. Acredita-se que, dessa forma, se permite um ensino mais crítico e reflexivo, no qual novas ferramentas são oportunizadas e que podem romper a hierarquia ainda persistente entre professores e alunos. Palavras-chave: Ensino; Atitude; Educação a distância; Educação superior; Tecnologia da educação.Beyond the Distance Education: Formation and Relational Practice in a Biological Sciences CourseAbstract Training practices that encourage the development of affective skills in students have been valued in the context of distance learning (DL) in Brazil. The study aims to provide formative and relational practices developed in the course of Biological Sciences in the distance mode of a state university in Ceara. It is descriptive-reflective research in the form of case study that discusses the following ongoing experiments: Academic Monitoring; Life in Focus; Science in School and Musicalizing Biology. The activities have sought to develop in students the spirit of collaboration and the experience of reality in which they, in a short time, will be placed. It is believed that  this way allows more critical and reflective teaching, in which new tools become available for DL that will break the persistent hierarchy between teachers and students.Keywords: Teaching; Attitude; Distance education; Higher education; Education technology.

scholarly journals Teachers’ Views on the Availability of Web 2.0 Tools in Education

2019 ◽  
Vol 14 (22) ◽  
pp. 70 ◽  
Author(s):  
Semih Caliskan ◽  
Zafer Guney ◽  
Regina G. Sakhieva ◽  
Dinara G. Vasbieva ◽  
Natalia A. Zaitseva
Keyword(s):  
Data Collection ◽  
Web 2.0 ◽  
Prospective Teachers ◽  
Quantitative Research ◽  
Teaching Practice ◽  
Data Collection Tool ◽  
Web 2.0 Tools ◽  
Educational Environments ◽  
Faculty Of Education ◽  
Faculties Of Education

Abstract—This research was conducted in 2018 to determine the opinions of prospective teachers about the usability of Web 2.0 tools in education. Quantitative research method was used in the research. The research was conducted in the spring term of 2018–2019. The study group consisted of prospective teachers studying at the faculties of education of the foundation university. 114 prospective teachers participated in the study. The data collection tool called Son The Problems of the Last Year Students of the Faculty of Education and Their Problems in Teaching Practice gelistiril developed by Aylin Demirhan and Meryem Yakut was applied to the teacher candidates. The data were collected by the researchers. The collected data were analysed using the SPSS program. To analyse the data obtained from the data collection tool, frequency, percentage, average, standard deviation, minimum and maximum values, T-test and analysis of variance applied. According to the results of the study, prospective teachers’ opinions about the use of Web 2.0 tools are highly positive. It is thought that the students' ability to create content with active participation, support social interaction, and creativity in educational environments, and it is seen in the results of the research that the prospective teachers reported positive opinions. Web 2.0 tools are thought to have a positive effect on learning due to their rich content and may be useful in increasing the prospective teachers' communicative abilities with their common workspaces. Therefore, it is predicted that teachers' use of Web 2.0 tools in their courses will contribute to the development of prospective teachers. In addition, it is thought that the training to be provided by educators who have an important role in guiding prospective teachers and guiding them for a better education will enable prospective teachers to use Web 2.0 tools more frequently and efficiently.

scholarly journals The usability of augmented reality in open and distance learning systems: A qualitative Delphi study

Open Praxis ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 283
Author(s):  
Hakan Altınpulluk ◽  
Mehmet Kesim ◽  
Gulsun Kurubacak
Keyword(s):  
Distance Learning ◽  
Augmented Reality ◽  
Data Collection ◽  
Learning Environments ◽  
Delphi Technique ◽  
Universal Design ◽  
Design Principles ◽  
Primary Data ◽  
Data Collection Tool ◽  
Open And Distance Learning

The main purpose of this research is to determine the usability of augmented reality in open and distance learning environments in accordance with universal design principles, and to make predictions for the future by gathering expert opinions on this subject using the Delphi technique. The Delphi technique was applied to 14 expert participants for 3 rounds as the primary data collection tool with open ended questions based on the theoretical framework. Structured interview questions were used as a secondary data collection tool and were applied during an academic exchange in China. In the Delphi technique used as the primary data collection tool, 92 themes were evaluated by experts and accepted as usability principles by end of this research. Therefore, 92 themes under 21 titles were presented for the use of augmented reality within the framework of universal design principles in open and distance learning. This research may be the first unique study on the usability of augmented reality not just as the convergence of this technology with open and distance learning environments but also incorporating the learning and communication dimensions of this convergence, thereby contributing to the literature of the field. It is imperative to determine the usability of augmented reality in open and distance learning, along with the “how” of this use in application. In this regard, the findings of this study are significant in shedding light to the enrichment, diversification and increased interaction of open and distance learning environments in accordance with universal design principles, bringing a new perspective to how a different technology convergence may be conducted, providing further accessibility.

scholarly journals Online Communication and Assessment Practices during the Covid Pandemic: A Study of the Portuguese Higher Education Students’ Perceptions

2021 ◽  
pp. 288-302
Author(s):  
Lina Morgado ◽  
João Paz ◽  
Hugo Pereira ◽  
Ana Loureiro ◽  
Inês Messias ◽  
...  
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Higher Education Institutions ◽  
Online Communication ◽  
Two Dimensions ◽  
Pedagogical Practices ◽  
Ongoing Research ◽  
First Semester ◽  
Emergency Education ◽  
Portuguese Higher Education

This proposal is part of an ongoing research and presents the results on the perceptions and pedagogical practices experienced by students from various higher education degrees in Portuguese higher education institutions, during the period of social confinement determined by the Portuguese Government, due to the COVID-19 pandemic. The main objective of the general research was to understand how Higher Education faculty and students experienced the digital transition to emergency education and the pedagogical practices adopted during the period. The research was based on a mixed methods approach and, in order to address the research objectives and describe the pedagogical practices implemented, specific instruments were developed for data collection. A questionnaire was developed, aimed at students, and interviews aimed at both students and faculty, focusing on technological and pedagogical dimensions, as well as the assessment of the experience. Data collection was carried out after the first lockdown, at the end of the first semester of 2020, and took place in eight higher education institutions. In this paper we will present a preliminary analysis of Questionnaire results related to two dimensions: online communication and assessment.

Role of Technology in Using Artificial Intelligence to Improve Educational Learning Challenges With Reference to India

2021 ◽  
pp. 681-703
Author(s):  
Seema Sahai ◽  
Sharad Khattar ◽  
Richa Goel
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Systematic Review ◽  
Quantitative Analysis ◽  
Technology Use ◽  
Education Technology ◽  
Learning Challenges ◽  
Research In Education ◽  
Quality In Higher Education

Artificial education intelligence (AIEd) is one of the emerging educational technological fields. A most logical question which comes up is, Is it possible to ensure quality in higher education? Can use of AI and sister technologies help us deliver in the mission? Will it be able to tackle all or most of shortcomings in the field of education? This study aims in a systematic review to provide an overview of AI applications research in education. Technology use in education and learning has undergone a remarkable transformation in the education sector. In order to accomplish this purpose, a quantitative analysis approach was used by open end questionnaire for a survey of scholars. This chapter examined the possible impacts of artificial intelligence on universities. The empirical findings indicate that the knowledge of AI is declining and there is a need to disperse knowledge of technology in higher education.

scholarly journals COVID-19, Distance Learning and the Digital Divide: A Case of Higher Education in the United States and Pakistan

2021 ◽  
Vol 23 (3) ◽  
pp. 112-133
Author(s):  
Sunaina Asher
Keyword(s):  
Higher Education ◽  
United States ◽  
Distance Learning ◽  
Digital Divide ◽  
Teaching Practice ◽  
The United States ◽  
Midwestern University ◽  
Multiple Case ◽  
Faculty And Administrators ◽  
K 12

This multiple case study describes the experiences of students, faculty and administrators with distance learning during this pandemic in the context of a Midwestern University in United States and an elitist University in Lahore, Pakistan. The participants were invited to talk about their experiences through a Zoom interview. Data were analyzed thematically and the findings revealed that the issue of the digital divide was as much as problem in higher education as in K-12. Digital divide in Pakistan is far greater due to lack of investment in educational technology. The paper ends with acknowledging the potential limitations and making recommendations for leadership and teaching practice.

scholarly journals Predicting Academic Staffs Behaviour Intention and Actual Use of Blended Learning in Higher Education: Model Development and Validation

2021 ◽  
Author(s):  
Bokolo Anthony ◽  
Adzhar Kamaludin ◽  
Awanis Romli
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Content Knowledge ◽  
Behavioral Intention ◽  
Technology Use ◽  
Group Analysis ◽  
Pedagogical Practices ◽  
Intention To Use ◽  
Course Content ◽  
Actual Use

AbstractBlended Learning (BL) has been implemented by lecturers in higher educations for promoting effective pedagogical practices. However, intention to use and actual usage of BL by lecturers in higher education seems to be a major setback for successful BL implementation. Therefore, this study developed a model to examine the factors that influences lecturers’ behavioral intention and actual use of BL based on the Unified Theory of Acceptance and Use of Technology and Technological, Pedagogical and Content Knowledge model. Accordingly, survey questionnaire was employed to collect data from 544 academic staffs across universities, colleges, and polytechnics. Results indicate that performance expectancy, effort expectancy, and social influence significantly impact lecturers’ behavioral intention to use BL for teaching. Additionally, results confirm that facilitating condition positively influence actual BL usage. Likewise, technological, pedagogical, and content knowledge initiatives employed by lecturers in teaching positively influences actual BL usage. Results from multi-group analysis indicate that gender, age, experience, and voluntariness of use do not predict the behaviour of lecturers to use BL. Also, this study provides insights as to how higher education can enhance lecturers’ usage of BL to improve teaching effectiveness. This study provides a better understanding of lecturers’ views of knowledge in relation to course content, pedagogy, and technology use in improving teaching. The developed model can significantly be used by academic staffs to monitor and improve their current BL activities in measuring their knowledge about teaching regarding teaching improvement. Practically, lecturers can adopt the developed model to improve teaching pedagogies and course content.

scholarly journals The Role of Strategic Leadership in the Application of the Quality of Higher Education

2018 ◽  
Vol 2 (2) ◽  
pp. 22-36
Author(s):  
Mahmoud Hassan Gomaa ◽  
Amer Rashid Aanid ◽  
Mohammed Ibrahim Tayeh
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Research Problem ◽  
Strategic Leadership ◽  
Data Collection Tool ◽  
Quality Of Higher Education ◽  
Relationship Of ◽  
The Relationship

   The research aims to identify the level of strategic leadership and quality of higher education, and testing the relationship of correlation and influence between strategic leadership and quality of higher education, The research problem was the role of strategic leadership in the quality of higher education of Diyala University. The questionnaire was used as a data collection tool, distributed to 30 forms as a sample for research, analyzed using the SPSS program, For the purpose of testing research hypotheses. The research found a correlation and an impact between strategic leadership and quality of higher education. The research ended with a set of recommendations that it is hoped will benefit the concerned.

iPhone for data collection: distraction in low-technology home

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Laura Teichert
Keyword(s):  
Data Collection ◽  
Digital Literacy ◽  
Technology Use ◽  
Literacy Practices ◽  
Digital Data ◽  
Western Society ◽  
Data Collection Tool ◽  
New Literacy ◽  
New Literacy Studies ◽  
Content Type

PurposeThis paper describes the unintended and unanticipated ways an iPhone as a data collection tool created distractions during observations of five-year-old twins' digital literacy practices while in their home.Design/methodology/approachSituated in sociocultural theories of learning and development and new literacy studies, the 12-month-long case study examined young children's digital literacy practices in their homes before and during their transition into kindergarten. The article focuses on the data collection of five-year-old twins in their home with their parents, a family the author called the Skywalkers. Data sources included semistructured interviews, participant observations and informal conversations.FindingsThe mother was a low-technology user and preferred her children to engage in nondigital activities. The children were permitted 10 min every other day of “digital time.” The iPhone as a data collection tool provided them with digital access they would otherwise not have. The mother knew the focus of the study was digital engagement and that the iPhone was used for data collection (i.e. photographs and videos). Although the iPhone was intended to be used in establishing rapport and taking photographs, the children frequently asked to video record their play and therefore the iPhone became a distraction.Originality/valueGiven the prevalence of smartphones in Western society, the recruitment of a family with such low-technology use was unforeseen. As digital data collection increases in qualitative research, researchers should not assume that a smartphone is always appropriate for gathering photographic data. This is particularly important when investigating digital literacy practices of families in their homes.

scholarly journals Pedagogical workshops and the problem-based approach as interdisciplinary strategy: an experience in higher education

2021 ◽  
Vol 2 (2) ◽  
pp. 2119-2130
Author(s):  
Marineuza Matos Dos Anjos
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Qualitative Methods ◽  
Group Work ◽  
Teaching Experience ◽  
Pedagogical Practices ◽  
State University ◽  
Globalized Economy ◽  
Teaching In Higher Education ◽  
Everyday Problems

Contemporary teacher training education reflects the specter of an education that today is guided by the demands placed in the context of a globalized economy. The logic of teaching in higher education curricula is still found, often guided by obsolete pedagogical practices. As the current paradigms are sometimes not enough to think about formation, it is necessary to analyze through another bias. Therefore, one should reflect not only on the prism of the theoretical contributions offered by scientific and technological knowledge; but in a way that also encompasses contributions from other fields such as Pedagogy, Sociology and Philosophy. With this perspective in mind, the research presents a structured teaching experience in the Problem Based Approach (PBA) and in the use of Pedagogical Workshops. The investigation took place at the Bahia State University (UNEB- Brazil) in the Pedagogy Course. The objectives were: 1) the proposition of learning situations that promote the active participation of students in solving real and everyday problems; 2) the combination of individual and group work; 3) the discussion of contents and how to approach them in an interdisciplinary way; and 4) arouse interest in attitudes of investigation, action, reflection, appreciation, and evaluation. The work portrays an experience analysis based on qualitative methods and uses as data collection the records in class diaries and the application of open questionnaires.

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