Attitudes of Computer Education Students Towards the Teaching and Learning of Programming Courses in Nigerian Higher Education: The Way Forward

2015 ◽  
Vol 22 (4) ◽  
pp. 13-26
Author(s):  
Emmanuel Chukwunweik Nwangwu
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Education ◽  
Education Students ◽  
Programming Courses ◽  
The Way

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Teaching and Learning in Higher Education: E-Learning as a Tool

2019 ◽  
Vol 9 (1) ◽  
pp. 458-463 ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Internet ◽  
Full Time ◽  
Online Classes ◽  
New Paradigm ◽  
Education Students ◽  
Communication Tools ◽  
Modern Education ◽  
E Learning

Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

ICT Use in Higher Education in Eastern States of India

2021 ◽  
pp. 230-245
Author(s):  
Adwaita Maiti ◽  
Sebak Kumar Jana
Keyword(s):  
Higher Education ◽  
Influencing Factors ◽  
Teaching And Learning ◽  
Motivational Factor ◽  
Ict In Education ◽  
Eastern India ◽  
Education Students ◽  
Gender Education ◽  
Education Levels ◽  
Information And Communication

Information and communication technology (ICT) cannot be separated from our daily needs. ICT helps in reducing the disparity in wealth of educational resources. The uses of ICT in education add value in teaching and learning by enhancing the effectiveness of learning or by adding a dimension to learning. ICT may also be a significant motivational factor in students' learning. Uses of ICT in eastern states in India are lagging behind all other regions of India. In this background, the authors review the use of ICT by higher education students of four states in eastern India. They have attempted to find the factors responsible for use of ICT by the students. As the findings suggest, region, gender, education levels of households, type of courses, possession of computer and internet facility, consumption levels of households, and whether students stay in institutional hostel or not are the influencing factors to use of ICT.

Exploration of Employability Skills in Business Management Studies Within Higher Education Levels

2020 ◽  
Vol 9 (1) ◽  
pp. 52-69
Author(s):  
Husam Helmi Alharahsheh ◽  
Abraham Pius
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
Business Management ◽  
Collective Responsibility ◽  
Employability Skills ◽  
Knowledge Based ◽  
Education Levels ◽  
The Uk ◽  
The Way

Higher education in the United Kingdom is becoming more responsible to focus beyond teaching and learning process; this is evolving to further reflect the needs of the marketplace, engagement with firms within the industry, responsibility to enhance talent, and to close the skills gap to prepare students for employment opportunities during studies and after graduation. The purpose of this study is to provide the key employability skills in business management studies within higher education with further focus on the UK as one of the leading Western and knowledge-based economies through a systematic literature review process. The study also aims to highlight employability skills reported in the selected studies by categorising them into three main categories: very common employability skills required, common employability skills required, and uncommon employability skills required. However, throughout the studies included in the review, focus on specific skills varied due to the way researchers assessed as well as external factors taken into consideration such as cultural differences, external environment changes, the type of educational institutions, and the way curriculum was delivered, as well as the variations of specific interests of employers from a sector to another. The review is organised in six key sections: Introduction, Literature Review, Methodology, Results and Analysis, Discussion, and lastly, Conclusion and Implications. The reported employability skills resulted in the review can be taken into consideration to further enhance understanding of how employability skills can be embedded into curriculum within business management schools in the UK and other organisations that are responsible for articulation of employment related policies for students and recent graduates. The review can also establish that enhancement of employability skills should be a collective responsibility including universities, employers, policymakers, and students to ensure that educational outcomes are meeting the needs of the market. Higher education providers should aim to close the gap of employability by the point of graduation stage and to be ready to compete in the overcrowded labour market.

scholarly journals Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

2020 ◽  
Vol 12 (9) ◽  
pp. 3729 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López-Belmonte ◽  
Antonio-José Moreno-Guerrero ◽  
José María Sola Reche ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Three Dimensions ◽  
Bring Your Own Device ◽  
Control Group ◽  
Flipped Learning ◽  
Education Students ◽  
Training Plan ◽  
Quasi Experimental

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

scholarly journals Editorial

2012 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Beatrice M Tucker
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Independent Learning ◽  
Formal Curriculum ◽  
Graduate Employability ◽  
A Priority ◽  
The Way

Welcome to Volume 3 of the Journal of Teaching and Learning for Graduate Employability. This web-based journal is an open access publication of peer-reviewed publications disseminating research and best practice in higher education teaching and learning for graduate employability. In response to contemporary global trends, higher education institutions are exploring innovative ways to transform teaching and learning. These trends include the rapid increase in the availability of interactive learning technologies and development of new frameworks for credentialing skills and achievements gained by learners outside formal educational institutions. Learners are increasingly embracing independent learning opportunities through free, online educational offerings. New approaches to teaching and learning will need to be developed to connect the learner across settings, technologies and activities. Innovative approaches and pedagogies will ensure that higher education institutions achieve their aim to transform students by providing them with the skills and abilities to actively contribute to our rapidly changing world. Graduate employability will continually be a priority for universities and higher education providers, employers, professions, students and graduates. New solutions will enhance and change the way students learn and undoubtedly, the way graduate capabilities are developed within and beyond the formal curriculum. Universities and higher education providers are focusing on assuring and evidencing their institutions' espoused capabilities in their graduates. The development of agreed minimum standards graduates need to achieve to be employable, and how these standards are measured, continues to be a priority and source of much debate in the sector. New challenges include the assurance of credentials and academic integrity in the rapidly changing technological environment that includes Massive Open Online Courses (MOOCs). Key to these challenges are how we evidence and assure student achievement, and much of this is strongly related to how we assess students. There is general acceptance within the sector that the development and assessment of graduate capabilities is most effective when contextualised within the discipline. Numerous approaches to assessment have been proposed including: exit interviews, capstone assessments, an outcomes-based approach using portfolios, standardised tests such as the Collegiate Skills Assessment and performance based assessment tasks. Increasingly e-assessment technologies are being proposed to facilitate the submission, workflow and marking of assessments and for diagnosing plagiarism. Nevertheless the challenges related to academic integrity, whilst not new, are likely to be greater when learning occurs online and assessments are not invigilated. It is likely that the design of valid authentic assessments to enable successful learning and for assuring graduates capabilities lies with the pedagogy rather than the technology. On behalf of our editorial board, the journal's editor, Professor Beverley Oliver, and our administration officer Ms Linda Lilly, I encourage you to participate, through this journal, in scholarly communication, debate and scholarship in learning and teaching for effective graduate employability. Beatrice Tucker Deputy Editor

Showing a Human and Professional Face to the World

2017 ◽  
pp. 506-522
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

scholarly journals Assessing the Need for and Constraints to Information and Communication Technology (ICT) Integration in the Teaching and Learning of Tourism at Higher Education Institutions in Kenya

2019 ◽  
pp. 1-11 ◽  
Author(s):  
D. N. Kinyanjui
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Empirical Literature ◽  
Tourism Education ◽  
Information And Communication ◽  
The Way

The aim of the current paper is to provide an extensive review of the theoretical and empirical literature that justifies the need for Information and Communication Technology (ICT) in the teaching and learning of tourism in the Kenyan institutions of higher learning. Further, a review of existing constraints is also explained using the Technology Acceptance Model (TAM) which has proved to be a suitable theoretical model in helping to explain and predict user behaviour of information technology and subsequently proposes the way forward towards enhanced integration. This study examines literature review that reveals the different points of view in relation to the integration of ICT in teaching and learning in tourism higher education institutions in Kenya. Specifically this paper sought to establish the various ICT resources applicable in tourism education, determine the benefits of integrating ICT in tourism education and lastly establish the external factors and user based factors that influence or constrain acceptance of ICT in tourism education in higher institutions and recommend the way forward. The findings from the literature reviewed indicates that, the use of ICTs transforms the teaching and learning experience by changing the manner in which the tourism and hospitality skills and knowledge is acquired.  However, the need for more appropriate modes of delivery to make the tourism education programmes more convenient for the modern student is quite crucial. Findings further showed that students are willing to adapt and use ICTs for learning but there are numerous barriers that are either user or institutional based. It was established that institutions are slow to implement their use while lecturers are slow to adapt to their use. Other barriers to the integration of instructional technology into higher education that were identified included poor technology infrastructure, lack of proper institutional policies on ICT use and minimal low computer use competency. Further, many higher online educational institutions had failed due to the high cost of technology, poor decisions, competition, and the absence of a business strategy.  Consequently, many universities that provide e-learning face enormous difficulty in achieving successful strategies, including the delivery, effectiveness, and acceptance of the courses. To effectively utilise ICT in tourism teaching and learning in Higher Education Institutions (IHEIs) will require proper network infrastructures, increased computer to student ratios, good Internet connectivity speeds with high availability as well as technical support for the users. There is also a need for a change in the tourism curriculum to integrate the use of ICTs in teaching and learning while at the same time, enhance policies that recognise and award those who use of ICTs for teaching.

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