scholarly journals 21st Century Teaching and Learning: Student Teacher’s Perceptions and Challenges in Higher Education Institutions

2021 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Fitriati Fitriati ◽  
Satria Prayudi
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Data Analysis ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Higher Education Institutions ◽  
Dynamic Environment ◽  
Bridge Performance

As information technology rapidly changes workplaces and classrooms, the need for education has shifted from focusing on static skills to the ability to learn in a dynamic environment. Higher education institutions are looking for teaching practices to bridge performance gaps and meet the challenge of ensuring that students are prepared for careers after graduation. During this pandemic, more than 85% of jobs are computer-oriented, but a small percentage of students seek educated qualifications. The skills of the early twentieth century are essential to prepare students for these tasks. The purpose of this research is to determine a consensus on the composition of 21st century skills, measure the views of students and teachers, and determine the challenges students face in the learning process. This was a mix methods study. A perceptual survey accompanied by open-ended questions deepened analysis and understanding. The data was analyzed descriptively and open ended question responses were coded, categorized and analyzed using qualitative data analysis approach. The findings showed student’s the difficulties in developing 21st Century skills. 

Information Technology Leadership and Change in Higher Education

2020 ◽  
pp. 36-54
Author(s):  
Joseph Ezale Cobbinah
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technology Leadership ◽  
Educational Institutions ◽  
Learning Needs ◽  
Higher Educational Institutions ◽  
Use Of Technology ◽  
Higher Educational

Higher educational institutions are widening participation through the introduction of new programs, using different approaches to deliver learning so that many people can have access to education. With the growing number of students in our higher educational institutions, coupled with learners who are working and by virtue of their job commitments cannot do traditional face-to-face education, using information technology (IT) to support lessons in higher education institutions has become very laudable. The introduction and use of technology have brought changes in the way we teach and support students in our higher education institutions. This, therefore, calls for effective IT leaders who will be able to motivate, inspire, and meet the learning needs of the diverse students in our institutions while improving teaching and learning. The IT leaders should not only be individuals who can only lead the change crusade but should be able to manage the change process.

scholarly journals 4P-2E Model: Teaching and Learning Process Through ICT Integration for Private Islamic Schools in Thailand

2021 ◽  
Vol 16 (4) ◽  
pp. 71
Author(s):  
Sariya Binsaleh ◽  
Muazzan Binsaleh
Keyword(s):  
Information Technology ◽  
Private Schools ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Ict Integration ◽  
Joint Research ◽  
Innovative Teaching

The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team.  Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model.  The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly.   Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning

Challenges and Issues of Teaching Online

2011 ◽  
pp. 241-246 ◽  
Author(s):  
Danilo M. Baylen ◽  
Erping Zhu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Computer Hardware ◽  
Teaching Online ◽  
Software Applications ◽  
Faculty And Staff

Teaching and learning in the 21st century not only utilizes various technologies, but also takes place any time and any place. During the last decade, higher education institutions equipped many of their classrooms with the latest computer hardware and software applications and trained their faculty and staff to use the technology. With the technological advancements and the changing needs of institutions and students, more faculty members are teaching online.

scholarly journals 21st Century Skills in Higher Education: Teaching and Learning at Ifugao State University, Philippines

2020 ◽  
Vol 10 (2) ◽  
pp. 72-81
Author(s):  
Nancy Ann Pawid Gonzales
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Significant Relationship ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Faculty Members ◽  
Use Of Technology ◽  
Significant Difference ◽  
Global Connections

The study ascertained the profile of students and faculty members and the level of their critical thinking, collaboration, communication, creativity and innovation, self-direction, global connections, local connections skills, and use of technology as a tool for learning. It also determined the significant difference among the 21st century skills and the dimensions, profile and the respondents. It also determined if a significant relationship exists between the levels of the 21st century skills among students, faculty members, and administrators. Survey through a questionnaire was used to gather data. Stratified sampling technique was applied in determining the 539 students, 125 faculty members, and 35 administrator respondents in the study. Frequency count and percentage were employed to find out the profile of students, faculty members and administrators. Mean rating was used to determine their level of 21st century skills. Results revealed that most of the student respondents are females, enrolled in the education, information technology and agricultural technology programs. Majority of the faculty members and administrators are females, in their middle adulthood stage and taught for more than six years. Results further indicated that the students, faculty members and administrators had a very good level of 21st century skills. Significant differences were noted between the 21st century skills of students by courses/programs and campuses. Significant differences were also recognized among faculty members between their 21st century skills and age. There is no significant relationship between the level of 21st century skills of students, faculty members, and administrators. The findings imply that there is a need to adopt more programs and activities in order to improve the 21st century skills among the students and faculty members. This can be done by upgrading the information technology systems of the University. Strengthening and reactivating global and local connections is also deemed necessary. These can be realized by increasing student and faculty mobility, use of blended learning approach in both the graduate and undergraduate levels, international partnerships, and reaching out to the local communities through projects among others.

scholarly journals The Influence of Information Technology on the Information and Service Quality for the Teaching and Learning

2018 ◽  
Vol 13 (12) ◽  
pp. 230 ◽  
Author(s):  
Lianna Sugandi ◽  
Yohannes Kurniawan
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Customer Satisfaction ◽  
Service Quality ◽  
Teaching And Learning ◽  
Formal Education ◽  
Business Processes ◽  
Higher Education Institutions ◽  
Descriptive Analysis

Globalization has influenced the competition paradigm of higher education institutions in the world. The situation keeps changing, depending on the economy and information technology as the backbone of business processes in organizations. Higher education institutions should have added values to win the competition. Furthermore, the awareness of the society about the importance of formal education, particularly higher education, will make colleges/universities strategic institutions generating high quality human resources. The success of col-leges/universities is determined by service quality, which can be identified through the satisfaction of their customers, students and lecturers. To increase customer satisfaction and be able to compete in the globalization era, as well as generate greater profits, colleges/universities need to identify factors which influence information system services to increase customer satisfaction. Employing descriptive analysis, the study reveals that the purpose and service quality of information technology positively affect the teaching and learning process at colleges/universties.

Going Online

2011 ◽  
pp. 969-974
Author(s):  
Danilo M. Baylen ◽  
Erping Zhu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Computer Hardware ◽  
Teaching Online ◽  
Software Applications ◽  
Faculty And Staff

Teaching and learning in the 21st century not only utilize various technologies, but they also take place anytime and anyplace. During the last decade, higher education institutions equipped many of their classrooms with the latest computer hardware and software applications, and trained their faculty and staff to use the technology. With the technological advancements and the changing needs of institutions and students, more faculty members are teaching online.

Problems and Prospects of Information Technology Use in Higher Education

2020 ◽  
pp. 113-122
Author(s):  
Ezekiel Nyambega Omwenga
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Technology Use ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Current Situation ◽  
Curriculum Content ◽  
Information Technology Use ◽  
Physical Barriers ◽  
The Cost

This chapter presents the problems and prospects of information technology use in higher education institutions, contemplates on the ideal expectations, and presents the current situation. As a result of the analysis, it has been revealed that due to a number of problems such as lack of adequate infrastructure and the cost of transformation of pedagogy content is often region specific. Linguistic and physical barriers, intellectual infrastructure power outages in a number of institutions, and misplacement of funding impacted negatively upon information technology use in higher education. Suggestions are made to achieve this goal. Additionally, information technology has many applications in higher education ranging from interactions between the learners and teachers, development of curriculum content, administration of student, staff, and general; and in teaching and learning, designing of new instructional activities, use of virtual labs(simulations), and enabling achievement of high outcomes and quality 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.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

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