scholarly journals Electronic Mobile Devices, Transformative Pedagogy and Learning: Higher Education and Changing Times in Kenya

2019 ◽  
Vol 9 (3) ◽  
pp. 54-61
Author(s):  
Anne A. Aseey ◽  
Agnes Anyango Andollo
Keyword(s):  
Higher Education ◽  
Knowledge Acquisition ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Independent Study ◽  
Ease Of Use ◽  
African Countries ◽  
Postgraduate Students ◽  
Learning And Teaching ◽  
Changing Times

Abstract The Fourth Industrial requires new concepts and skills to be acquired by learners at various levels. This has led to a new breed of learners joining our education institutions at various levels with prerequisite knowledge on technology which can be harnessed for learning and teaching purposes. This scenario has generated a lot of interest and more research on how first the process of knowledge acquisition is changing. There is excited attention among researchers, educators, education commentators and stakeholders on this aspect of learning. The new generations of techno savvy leaners joining institutions are a challenge to the old pedagogy of teaching. These young generations are creating a digital gap between the old ways of teaching and learning to new approaches in education. The nature of the generation change needs to bring some reforms in education especially in higher education in Kenya where electronic mobile devices penetration has escalated for the last ten years. This research paper, highlights issues around use of electronic mobile devices for knowledge acquisition purposes which if well utilized can aid the education systems in most African Countries in terms of access, affordability, ease of use and leaners wide interaction and independent study. The old pedagogy of the teacher being the absolute source of information is being transformed by the use of an array of emerging devices like Smartphone, ipads, laptops and others which are readily available to the leaner’s. The study was carried out among undergraduate and postgraduate students at the University of Nairobi, Kenya between 2016 to 2018.The researchers found out that, electronic mobile devices are with the students for ease of use. The study also found out that, some of leaners in higher institutions of learning are not well informed on how to utilize the mobile devices for learning purposes hence most of the time they are used for other purposes not related to learning. In general, most countries in Africa have tried to invest on internet connectivity, ICT Infrastructure, capacity building among others structure which can also be leveraged for Education needs.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Harry Barton Essel ◽  
Dimitrios Vlachopoulos ◽  
Dickson Adom ◽  
Akosua Tachie-Menson
Keyword(s):  
Higher Education ◽  
Rural Communities ◽  
Online Teaching ◽  
Cell Phone ◽  
Teaching And Learning ◽  
Internet Connectivity ◽  
Content Type ◽  
Postgraduate Students ◽  
Video Teleconferencing ◽  
A Cell

Purpose The purpose of this study is to explore the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone. In addition, the study aims to identify the associations between the audio teleconferencing and video teleconferencing in a 12-week postgraduate course. Design/methodology/approach The study is a cross-sectional survey conducted at the Department of Educational Innovations at the Kwame Nkrumah University of Science and Technology from March to June 2020. The purposive sampling technique was used to sample 100 postgraduate students who registered for a course in the department. The data for the study were collected using the System Usability Scale (SUS) and 17-item self-administered eQuestionnaire. Multiple Linear Regression analysis, ANOVA, Independent sample T-test and Mann–Whitney U-test were used to estimate the differences in course achievements of students who experienced education through audio teleconferencing and those who experienced education through video teleconferencing. Findings In total, 59% of the participating postgraduate students chose to attend the synchronous online lectures via audio teleconferencing (dial-in). The participants gave a high SUS score (SUS > 80.3; Grade A; Excellent) for audio conferencing service. Among the students in the audio teleconferencing cohort, the results evidenced a strong positive linear correlation, (r (57) = 0.79, p < 0.05), between the individual adjective ratings and the SUS scores. There was marginal significance among demography of students in the audio teleconference (AT) cohort with regards to their perception about the dial-in lecture. There was no statistically significant difference, (t (98) = 1.88, p = 0.063), in the achievement test for AT students and video teleconference (VT) students. The instructors and the students were satisfied with the AT. Practical implications Based on the students’ preference, AT offers equal benefit as VT with regards to system satisfaction and perceived quality of online teaching. AT, as teaching modality, should be an option for students who reside in communities with high latency internet connectivity. It is recommended that instructors are trained on how to engage and motivate students via AT. Originality/value Higher education institutions in Ghana are facing decisions about how to continue learning and teaching through flexible pedagogy, while keeping their faculty members and students protected from the COVID-19 pandemic. Many of these institutions have canceled the brick-and-mortar education and other conventional learning practices and have instructed faculty to adopt online teaching through synchronous video teleconferencing platforms. However, the learning experience is not the same for students who reside in remote or rural communities with low bandwidth. There is very little research in this topic, especially in developing countries like Ghana, and the present study aims to bridge the gap in the literature by exploring the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone, in the context of a 12-week postgraduate course.

Innovations in Learning and Teaching for Manufacturing Engineering under Ubiquitous Computing and Distributed on Mobile Devices Smartphones and Tablets

2017 ◽  
Vol 903 ◽  
pp. 84-91
Author(s):  
Carlos Pazo Martín ◽  
Francisco Aguayo González ◽  
María Estela Peralta Álvarez ◽  
Mariano Marcos Bárcena ◽  
María Jesús Ávila Gutiérrez
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Information Technologies ◽  
New Technologies ◽  
Educational Innovation ◽  
Information And Communications Technology ◽  
Learning And Teaching ◽  
Information And Communication ◽  
Engineering Information ◽  
Manufacturing Engineering

The new technologies of information and communication have opened up new possibilities for training in the field of manufacturing engineering. Information and communications technology contribute to flexible process of teaching and learning thanks to the ease of creating, processing and dissemination of content. They are also an opportunity to improve new learning environments, closer to actual production contexts. But to achieve an efficient process of learning, methodologies (that are based on ICT) should be adapted to the students’ characteristics, the contents and the context. This paper aims to design a model of teaching and learning from educational innovation with the use of information technologies applied to training Manufacturing Engineer using mobile devices as a teaching resource. The tool will be designed to self-education situated in learning contexts and incorporates different instructional strategies for student learning and teacher monitoring.

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 Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

scholarly journals Enhancing Teaching and Learning at the University of Venda Utilising Digital Mobile Devices

2017 ◽  
Vol 3 (4) ◽  
pp. 11
Author(s):  
Ratchel Chikurunhe ◽  
Armstrong Kadyamatimba
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Academic Experience ◽  
Learning And Teaching ◽  
Tablet Pcs ◽  
Level Of Use ◽  
The University ◽  
Quality Learning ◽  
Rural Student

The University of Venda(Univen) distributed tablets to students for facilitating and enhancing their studies. However, the provision of tablet PCs to students may not be a panacea for quality learning, especially to technological disadvantaged rural student  population. The aim of study was to investigate the use of digital mobile devices for enhancing teaching and learning at the Univen. The research questions focused on determining the current level of use of mobile devices, how they can be used effectively for teaching and learning. Mixed methods approach was applied with data being solicited from a convenient sample of students, lecturers and an IT technician. The results of the study indicated that many students and lecturers are active and have higher perceptions of mobile devices usage. The results of the study are to be used to explicate and advance the integration of the mobile devices for promoting learning and teaching accomplishments. The findings clearly showed that mobile devices have a positive impact on the academic experience. The results also indicate that there is a gradual acceptance of the Learners Management Systems (Blackboard) by both academics and students. The digital mobile devices are eventually enhancing teaching and learning at Univen.

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

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.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

Mobile Devices in Higher Education Classrooms

2015 ◽  
pp. 37-54 ◽  
Author(s):  
Ieda M. Santos
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Cultural Change ◽  
Teaching And Learning ◽  
Bring Your Own Device ◽  
Program Outcomes ◽  
University Campuses ◽  
Working Together ◽  
Personal Mobile Devices ◽  
Joint Enterprise

More and more students are bringing personal mobile devices such as smart phones and iPads to university campuses. Widespread mobile device ownership among students offers Higher Education (HE) institutions with opportunities to explore those devices to support teaching and learning practices. The idea of using students' personal devices is referred to as “Bring Your Own Device,” or BYOD. This chapter examines opportunities and key challenges often discussed in the literature and associated with a BYOD program. Outcomes suggest that a cultural change is necessary to effectively accommodate BYOD in the classroom. The chapter proposes a BYOD joint enterprise consisting of main stakeholders—administrators, faculty, students, and information technology personnel—working together to help minimize the impact of key challenges while maximizing the opportunities afforded by students' everyday mobile devices.

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