The Role of Educational Technology in Face-to-Face and Online Anatomy and Physiology Classrooms in Higher Education: A Review of Some Recent Literature

HAPS Educator ◽  
2021 ◽  
Vol 25 (3) ◽  
pp. 55-58
Author(s):  
Anthony Edwards
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Recent Literature ◽  
Face To Face ◽  
Anatomy And Physiology

Introducing Educational Technology into the Higher Education Environment

2016 ◽  
pp. 81-91
Author(s):  
Linda Van Ryneveld
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Capacity Building ◽  
Education System ◽  
Higher Education Institutions ◽  
Development Framework ◽  
Education Environment ◽  
Roll Out

Over the past decade or two advancements in educational technology have taken place so swiftly that it threatens to revolutionize the education system. This phenomena seem to drive higher education institutions to respond with costly roll out plans that bring state of the art computing hard- and software, together with other highly specialized educational technologies, to their campuses. The dilemma is that these investments in educational technology are often made in isolation, without consideration for imperative aspects such as professional development. To progress, educators need to acquire the skills, knowledge and attitudes necessary to make optimal use of the technology. This can be achieved, among other, by means of well-structured professional development programmes. In this chapter the author explores the role of educational technology in higher education and establishes the need for capacity building by means of carefully designed professional development programmes. It furthermore suggests an alternative professional development framework.

scholarly journals Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University

2021 ◽  
Vol 11 (3) ◽  
pp. 9-33
Author(s):  
Sotiria Pappa ◽  
Josephine Moate
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Identity ◽  
Teacher Educators ◽  
Sense Of Self ◽  
Language Awareness ◽  
Face To Face ◽  
English Medium Instruction ◽  
The Relationship

Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.

scholarly journals E-Teaching in Higher Education: An Essential Prerequisite for E-Learning

2018 ◽  
Vol 7 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Undergraduate Level ◽  
Face To Face ◽  
E Learning ◽  
Teaching In Higher Education ◽  
Essential Prerequisite

The discourse on the implementation of the digital technologies in higher education settings focuses mainly on students’ learning rather than on professors’ teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. In most higher education institutions, the new technologies are used mainly for add-on functions and not for substituting face-to-face encounters or for an intensive web-enhanced teaching. This article starts with briefly explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study by themselves without expert teachers to guide their knowledge construction, discusses the problematics of digital literacy of teachers, examines the main reasons for the reluctance of many academics to utilize the technologies more fully in their teaching, and concludes by recommending some strategies for incorporating more fully the huge array of the technologies’ capabilities in higher education institutions. 

Technology-Enabled Learning Opportunities

2016 ◽  
pp. 561-582
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Young People ◽  
Group Interaction ◽  
Meaningful Learning ◽  
Learning Opportunities ◽  
Smart Phones ◽  
Computing Environment ◽  
The Future

No generation is more at ease with technology than today's young people. This generation of students has grown up in an immersive computing environment and come to the school equipped with latest electronic gadgets such as smart phones, laptops and iPods. Educational technology supports meaningful learning and facilitates group interaction. The technology-based learning is especially useful in helping students conceptualize phenomena and processes. This chapter examines the role of technology in shaping the future of higher education by providing unique opportunities of learning. The chapter also discusses challenges of technology-enabled learning and offer specific recommendations to overcome these challenges.

Blended Approach Environment Shift in Higher Education

2009 ◽  
pp. 69-74
Author(s):  
Hanafizan Hussain
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Technological Development ◽  
College Campuses ◽  
Multiple Functions ◽  
Face To Face ◽  
Group Activities ◽  
The Right ◽  
E Mail

The use of educational technology at university and college campuses has grown and changed substantially in the last decades. The province of computer and other forms of technology are now being used for multiple functions in diverse educational settings. At many universities, the lecturer uses the software available to organize lecture notes and e-mail and electronic forums to communicate with their students. Inside the classroom, computer projection systems are replacing traditional overhead transparencies, making it possible to harness the interactive and visual capabilities of the computer for lecture and group activities. The problem faced by any university ‘is how to structure itself so that it’s central academic activity is facilitated, not undermined by technological development’ (Laurillard & Margetson, 1997). Even though universities appear to be more comfortable with traditional forms of teaching and learning, it appears that a shift toward a blended approach is taking place by universities that are trying several different forms of educational technologies to find the right fit. Students often do not want to lose the unique attributes of face-to-face teaching, but they do wish for the benefits of educational technology such as edutainment learning.

Introducing Educational Technology into the Higher Education Environment

2016 ◽  
pp. 258-268
Author(s):  
Linda Van Ryneveld
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Capacity Building ◽  
Education System ◽  
Higher Education Institutions ◽  
Development Framework ◽  
Education Environment ◽  
Roll Out

Over the past decade or two advancements in educational technology have taken place so swiftly that it threatens to revolutionize the education system. This phenomena seem to drive higher education institutions to respond with costly roll out plans that bring state of the art computing hard- and software, together with other highly specialized educational technologies, to their campuses. The dilemma is that these investments in educational technology are often made in isolation, without consideration for imperative aspects such as professional development. To progress, educators need to acquire the skills, knowledge and attitudes necessary to make optimal use of the technology. This can be achieved, among other, by means of well-structured professional development programmes. In this chapter the author explores the role of educational technology in higher education and establishes the need for capacity building by means of carefully designed professional development programmes. It furthermore suggests an alternative professional development framework.

The Potential of Distance Education for the Inclusion of Students in Higher Education

2021 ◽  
pp. 379-401
Author(s):  
Carla Freire ◽  
Catarina Mangas ◽  
Rogério Costa ◽  
Adriana Lage Costa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Virtual Learning Environments ◽  
Educational Institutions ◽  
Face To Face ◽  
Design For Learning

We live in a changing world, where the role of educational institutions is being transformed. The available technologies allow new conditions to access learning; however, as they evolve very fast, sometimes it is challenging to track this evolution regarding the changes that entail to all of us, which may contribute to a digital divide if it is not well addressed. This chapter intends to present distance education as a reliable modality to include students in higher education. For that, it presents the universal design for learning and its crucial role to make inclusive virtual learning environments. Like every modality that exists, there are some challenges that need to be addressed, as well as some benefits that allow to see the potential of this modality to learning, overcoming some adversities that may occur, like the lack of time to go to face-to-face education or even the need of social isolation by risk of getting a disease.

Teaching in an Online Community of Inquiry

2013 ◽  
pp. 389-400
Author(s):  
Martha Cleveland-Innes
Keyword(s):  
Higher Education ◽  
Online Community ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Delivery Mode ◽  
Face To Face ◽  
Approach To Teaching ◽  
Education Delivery ◽  
Online Distance

Regardless of education delivery mode – face-to-face, online, distance, or some combination through blended learning – teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of instructional practices previously unavailable in either distance or face-to-face higher education. A principled approach to teaching allows faculty to stay on track of teaching requirements, regardless of delivery mode. These principles may support new teaching practices, but, if adopted, will also change the way the role of faculty is configured and executed in the higher education context.

Introducing Educational Technology into the Higher Education Environment

2016 ◽  
pp. 200-210
Author(s):  
Linda Van Ryneveld
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Capacity Building ◽  
Education System ◽  
Higher Education Institutions ◽  
Development Framework ◽  
Education Environment ◽  
Roll Out

Over the past decade or two advancements in educational technology have taken place so swiftly that it threatens to revolutionize the education system. This phenomena seem to drive higher education institutions to respond with costly roll out plans that bring state of the art computing hard- and software, together with other highly specialized educational technologies, to their campuses. The dilemma is that these investments in educational technology are often made in isolation, without consideration for imperative aspects such as professional development. To progress, educators need to acquire the skills, knowledge and attitudes necessary to make optimal use of the technology. This can be achieved, among other, by means of well-structured professional development programmes. In this chapter the author explores the role of educational technology in higher education and establishes the need for capacity building by means of carefully designed professional development programmes. It furthermore suggests an alternative professional development framework.

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