scholarly journals Quality Management Concerning Use of ICT in Higher Education Language Learning Environments: A Case Study in Turkey

2021 ◽  
Author(s):  
Başak Ercan ◽  
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Classroom Management ◽  
Language Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Ict Literacy ◽  
Ict Use ◽  
Integration Of Ict

Globalization and technology have changed educational settings, and information and communication technology (ICT) literacy has become inevitable in this new era of teaching and learning. ICT is believed to help to transfer educational environments into learner-centered ones and to enhance the quality of teaching learning and management in education. Over the last fifteen years, Turkish education system has been undergoing some reforms both in schools and universities, trying to equip education settings with at least a projector, a computer and Internet access. The survey presented in this article examines language teachers’ beliefs and attitudes towards ICT in teaching English at a state university. It aims to better understand the challenges teachers face in integrating ICT in teaching and learning and thus to search for the answer to the question ‘What are the main components of quality management in ICT use in higher education language learning settings?’. A semi-structured interview and focus group discussions were used to collect data. Twenty-eight teachers participated in the survey and the results showed that the majority of the participants had positive attitudes towards the integration of ICT in language learning environments; yet some of the teachers found the practice not that easy concerning finding the most suitable materials while preparing and delivering lessons. They also stated that their lack of classroom management skills, bad student behavior hindering learning and students’ lack of using ICT made the integration of ICT into education settings quite challenging and added that the lessons were quite short to implement ICT strategies appropriately. Another noteworthy result was that the majority of the teachers’ understanding of effective use of ICT in class seemed rather limited and unproductive. Therefore, the teachers were looking for support from the management to provide them with the required equipment and technical support when necessary. They also needed exchange of experience in learning of ICT skills in language teaching, which all showing that quality management in ICT use needs developing. Concerning all these, the researcher suggests ideas to improve the quality management in ICT use in language learning in higher education institutions.

Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana

2019 ◽  
Vol 15 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Patrick Ohemeng Gyaase ◽  
Samuel Adu Gyamfi ◽  
Alfred Kuranchie
Keyword(s):  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Ict Literacy ◽  
Information And Communication ◽  
Integration Of Ict ◽  
Education In Ghana ◽  
Effective Integration

Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers' e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.

scholarly journals The exhibition and other learning environments in The Millbank Atlas

2019 ◽  
Vol 18 (2) ◽  
pp. 153-169
Author(s):  
Marsha Bradfield ◽  
Shibboleth Shechter
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Local Community ◽  
Spatial Design ◽  
The Arts ◽  
Learning Journey

Abstract The Millbank Atlas is an open-ended project that maps and remaps the neighbourhood of Millbank, an area of London, UK. This is home to Chelsea College of Arts (University of the Arts London) and our course, BA (Hons) Interior and Spatial Design, which has anchored the Atlas since 2016. We offer the following reflections as tutors on this course and co-researchers on the Atlas, along with our students and members of the local community. Central to this discussion is the kind of learning journey enabled by this type of project, and how it benefits from being distributed across cultural, social, geographical, discursive and other environments. This raises fundamental questions for teaching and learning, especially the potential to complicate normative assumptions in higher education about where knowledge is produced and who learns from whom.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

2021 ◽  
pp. 136216882110609
Author(s):  
Kim Murray ◽  
José Reis-Jorge ◽  
Julie-Anne Regan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Process Drama ◽  
Educational Approach ◽  
Japanese Higher Education

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

English and Arabic Language Learning Environments

2020 ◽  
pp. 178-204
Author(s):  
Noraisikin Sabani ◽  
Anita Jimmie ◽  
Hanin Naziha Hasnor
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Template Analysis ◽  
Arabic And English ◽  
Perceived Experiences ◽  
Depth Interviews

The learning environment is defined as “external stimulants” that is exposed or reinforced in learners as a means to challenge their learning experiences. These reinforcements may include physical settings, teaching and learning endeavours, and even cultural and social determiners. This empirical study focuses on the perceived experiences that undergraduates from Brunei, Malaysia, and Indonesia experienced in their Arabic and English language learning environments. This qualitative study employed in-depth interviews with 60 informants that were selected through criterion sampling, snowballing technique. The analysis utilised template analysis. Emerging themes were compared and contrasted, to find similarities and differences. This chapter does not aim to seek the superiority of one learning environment over another but to appreciate the diversity and concord of these institutions. The findings illustrated overlapping, differentiated themes, which included the abovementioned.

Indicators for Cooperative, Online-Based Learning and Their Role in Quality Management of Online Learning

2018 ◽  
pp. 1-20 ◽  
Author(s):  
Elske Ammenwerth ◽  
Werner O. Hackl ◽  
Alexander Hoerbst ◽  
Michael Felderer
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Learning Environments ◽  
Management System ◽  
Social Process ◽  
Success Rates ◽  
Workload Analysis ◽  
Meaningful Information ◽  
Pattern Index ◽  
Contribution Index

Learning is a constructive and social process that works best in interaction with others. From this perspective, interaction and cooperation are seen as essential for learning especially in online-based learning environments. The objective of this chapter is to propose and test indicators for cooperative online-based learning. The indicators focus on three areas: presence of participants (indicators: access index, access pattern index), participation of participants (reading index, contribution index, completion index), and interaction of participants (answer contribution index, connectivity index, reciprocity index). The indicators can be applied both to students and instructors. The indicators were applied to three online-based courses in higher education. Log data from the learning management system was used. Also, success rates, student evaluations, and workload analysis were conducted. Results show that the indicators can be calculated automatically and can provide meaningful information for students' and instructors' dashboards. The presented indicators are tailored to cooperative online-based learning environments, where interaction and cooperation are means of fostering higher levels of learning.

Immersive Education Spaces using Open Wonderland From Pedagogy through to Practice

2011 ◽  
pp. 190-205 ◽  
Author(s):  
Michael Gardner ◽  
Adela Gánem-Gutiérrez ◽  
John Scott ◽  
Bernard Horan ◽  
Vic Callaghan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual World ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Good Practice ◽  
Background Information ◽  
The Uk ◽  
Uk Higher Education

This chapter presents a case study of the use of virtual world environment in UK Higher Education. It reports on the activities carried out as part of the SIMiLLE (System for an Immersive and Mixed reality Language Learning) project to create a culturally sensitive virtual world to support language learning (funded by the UK government JISC program). The SIMiLLE project built on an earlier project called MiRTLE, which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project was to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting for language learning interaction. The chapter begins by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements were supported through the use of a virtual world based on the Open Wonderland virtual world platform. The chapter then presents the framework used for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how to support good practice with the ever-growing use of 3D virtual environments in formalized education. Finally, the results from the formative and summative evaluations are summarized, and the lessons learnt are presented, which can help inform future uses of immersive education spaces within Higher Education.

Leadership and Innovative Approaches in Higher Education

2020 ◽  
pp. 83-100
Author(s):  
Sulaiman Olusegun Atiku ◽  
Richmond Anane-simon
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Management ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Higher Education System ◽  
Leadership Support ◽  
Higher Institution

The place of leadership support for technological innovation in advancing quality management in higher education cannot be underrated in the fourth industrial revolution. This chapter examines the role of leadership in higher education and innovative teaching and learning methods for quality assurance in higher education system. The literature review approach and author observation were adopted to cross-examine the influence of leadership on innovative teaching/learning methods and quality assurance in higher education. This chapter shows that leadership support for innovative teaching and learning methods is a benchmark for quality assurance in higher education in recent times. Therefore, no meaningful change will happen in any higher institution without a strong leadership support for innovation and quality management. Policymakers in higher education should create a climate that promotes creativity and innovation by ensuring that transformational leaders are at the helm of affairs for quality management.

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