scholarly journals The use of Information and Communication Technology in Teaching and Learning within Higher Education Sector of a Small Island Developing State: The Case of the Maldives

2021 ◽  
Author(s):  
◽  
Mohamed Kinaanath
Keyword(s):  
Higher Education ◽  
Continuum Model ◽  
Teaching And Learning ◽  
Small Island ◽  
Ict Use ◽  
Ict Adoption ◽  
Specific Factors ◽  
Remote Islands ◽  
Ict Development ◽  
Ict Infrastructure

<p>This study sought to a) discover the specific factors that influence Information and Communications Technology (ICT) use in higher education teaching and learning in Small Island Developing States (SIDS) such as the Maldives; b) determine how ICT can be used within higher education in SIDS; c) develop a framework / model for ICT adoption in higher education in teaching and learning of SIDS; and d) use UNESCO’s continuum model of ICT development and the TOEG framework to ground these factors to produce a practical roadmap.  The Maldives was chosen as a representative case for SIDS in this research. The Maldives consists of 1,192 coral islands with 198 inhabited islands. Due to its small population densities spread over remote islands, distribution of higher education access has been a major impediment in the Maldives, calling for the use of ICT.  This research utilised an interpretive paradigm with qualitative research methods (interviews; focus group discussions; qualitative survey and document reviewing). The case research methodology provided a variety of perspectives; enabled multiple data collection techniques; and examined technology integration within a technology rich environment. The research participants were students, teachers, senior academic managers, education and information technology consultants / experts in the Maldives.  The findings revealed the specific factors that affect the ICT adoption within higher education teaching and learning in the context of the Maldives. An Extended Technology Acceptance Model (TAM) of ICT use in higher education in SIDS was developed using TAM theory, Diffusion of Innovation (DOI) theory and a TOEG (Technology-Organisational-Environment-Geography) framework.  The technology context examined government support for Information Technology, ICT support for teachers, ICT Infrastructure, underutilisation of ICT resources, perception of benefits from the present ICT infrastructure and ICT policies. The organisational context included finance, centralisation, human resources, top management support, ICT confidence among teachers, and research. The environmental context contained social issues (drugs and overcrowding) and cultural issues (gender disparity, cultural homogeneity among students and teachers and no culture of using ICT in academic learning, and a spoon-feeding pedagogical tradition). Finally the geography context identified issues associated with geography, transportation and the digital divide between remote islands.  These factors impede the adoption of ICT in the higher education sector in SIDS such as the Maldives. A practical roadmap was formulated by utilising the United Nations Educational, Scientific and Cultural Organization (UNESCO) continuum model of ICT development and the TOEG framework to recommend four broad stages in terms of adoption and use of ICT in higher education.  This study contributes to existing knowledge by providing a clear understanding of the present role of ICT as well as information on how ICT can be used in higher education in SIDS such as the Maldives. This research is important to gain a wider understanding of the future directions for adoption of ICT within higher education in SIDS. The research will fill critical gaps in the current research, expand the coverage of relatively neglected research areas in SIDS, contribute to practitioners and the academic community, and stimulate further debate.</p>

scholarly journals The use of Information and Communication Technology in Teaching and Learning within Higher Education Sector of a Small Island Developing State: The Case of the Maldives

2021 ◽  
Author(s):  
◽  
Mohamed Kinaanath
Keyword(s):  
Higher Education ◽  
Continuum Model ◽  
Teaching And Learning ◽  
Small Island ◽  
Ict Use ◽  
Ict Adoption ◽  
Specific Factors ◽  
Remote Islands ◽  
Ict Development ◽  
Ict Infrastructure

<p>This study sought to a) discover the specific factors that influence Information and Communications Technology (ICT) use in higher education teaching and learning in Small Island Developing States (SIDS) such as the Maldives; b) determine how ICT can be used within higher education in SIDS; c) develop a framework / model for ICT adoption in higher education in teaching and learning of SIDS; and d) use UNESCO’s continuum model of ICT development and the TOEG framework to ground these factors to produce a practical roadmap.  The Maldives was chosen as a representative case for SIDS in this research. The Maldives consists of 1,192 coral islands with 198 inhabited islands. Due to its small population densities spread over remote islands, distribution of higher education access has been a major impediment in the Maldives, calling for the use of ICT.  This research utilised an interpretive paradigm with qualitative research methods (interviews; focus group discussions; qualitative survey and document reviewing). The case research methodology provided a variety of perspectives; enabled multiple data collection techniques; and examined technology integration within a technology rich environment. The research participants were students, teachers, senior academic managers, education and information technology consultants / experts in the Maldives.  The findings revealed the specific factors that affect the ICT adoption within higher education teaching and learning in the context of the Maldives. An Extended Technology Acceptance Model (TAM) of ICT use in higher education in SIDS was developed using TAM theory, Diffusion of Innovation (DOI) theory and a TOEG (Technology-Organisational-Environment-Geography) framework.  The technology context examined government support for Information Technology, ICT support for teachers, ICT Infrastructure, underutilisation of ICT resources, perception of benefits from the present ICT infrastructure and ICT policies. The organisational context included finance, centralisation, human resources, top management support, ICT confidence among teachers, and research. The environmental context contained social issues (drugs and overcrowding) and cultural issues (gender disparity, cultural homogeneity among students and teachers and no culture of using ICT in academic learning, and a spoon-feeding pedagogical tradition). Finally the geography context identified issues associated with geography, transportation and the digital divide between remote islands.  These factors impede the adoption of ICT in the higher education sector in SIDS such as the Maldives. A practical roadmap was formulated by utilising the United Nations Educational, Scientific and Cultural Organization (UNESCO) continuum model of ICT development and the TOEG framework to recommend four broad stages in terms of adoption and use of ICT in higher education.  This study contributes to existing knowledge by providing a clear understanding of the present role of ICT as well as information on how ICT can be used in higher education in SIDS such as the Maldives. This research is important to gain a wider understanding of the future directions for adoption of ICT within higher education in SIDS. The research will fill critical gaps in the current research, expand the coverage of relatively neglected research areas in SIDS, contribute to practitioners and the academic community, and stimulate further debate.</p>

scholarly journals A framework for analysing ICT adoption in Australian primary schools

2007 ◽  
Vol 23 (4) ◽  
Author(s):  
Jenni Way ◽  
Colin Webb
Keyword(s):  
Primary Schools ◽  
Three Dimensions ◽  
Current Status ◽  
Ict Use ◽  
Grant Applications ◽  
Ict Adoption ◽  
Individual School ◽  
E Learning ◽  
Ict Infrastructure ◽  
Key Dimensions

<span>Over 400 e-learning grant applications from Australian primary schools were analysed to determine the nature of the proposed ICT based projects in literacy and numeracy. Three key dimensions emerged from the teacher descriptions: ICT infrastructure, motivation and ICT use, and pedagogy and innovation. The three dimensions, and the interactions between them, provide a means for understanding the complex factors within an individual school that determine the nature of ICT use and the potential for innovation. Several types, or levels, were identified within each dimension, together forming a framework that can be applied as both a research tool and a model for describing in detail the current status of ICT use in a school.</span>

scholarly journals Impact of E-government Development on the Level of Corruption: Measuring the Effects of Related Indices in Time and Dimensions

2018 ◽  
Vol 18 (2) ◽  
pp. 99-121 ◽  
Author(s):  
Renáta Máchová ◽  
Jolana Volejníková ◽  
Martin Lněnička
Keyword(s):  
Empirical Relationship ◽  
The Public ◽  
Telecommunication Infrastructure ◽  
Ict Adoption ◽  
Ict Development ◽  
Ict Infrastructure ◽  
The Impact ◽  
The Relationship ◽  
Stimulation Of ◽  
Government Development

Abstract E-government is recognized as a tool for improving transparency and openness in the public sector and for combatting corruption. Understanding the relationship between e-government development and the level of corruption would allow for a more effective leveraging of related projects in anti-corruption efforts. This paper examines the impact of e-government development on the level of corruption in the context of economic perspective. In contrast to previous studies, this empirical relationship is measured across sub-indices (dimensions) of related indices between 2002 and 2016. The results show that higher levels of e-government development are related to lower levels of corruption. The three most important dimensions found are the environment sub-index, which assesses the extent to which a country’s market conditions and regulatory framework support entrepreneurship, innovation, and ICT development; the usage sub-index, which assesses the level of ICT adoption by a society’s main stakeholders; and the telecommunication infrastructure sub-index measuring a country’s ICT infrastructure capacity. Following these findings, certain ways of influencing of the level of corruption by a stimulation of concrete e-government development dimensions can be drawn. This is important especially in the time of a financial crisis and its consequences, which are also discussed in this paper.

Managing Perceived Challenges of E-Learning in Nigerian Higher Education

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Adams O. U Onuka ◽  
Esther O. Durowoju
Keyword(s):  
Higher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Power Supply ◽  
Teaching And Learning ◽  
Information And Communication ◽  
E Learning ◽  
Ict Infrastructure ◽  
The Government

Higher Education is the climax of the process of providing knowledge, changing learners attitude and inculcating specialized skills in individuals preparatory to taking a life-long employment with intent to earning a living and equally contributing to national economic growth and development. The Teaching and learning process is cardinal to the realization of the educational objectives of any nation. The advent of information and communication technology has made teaching and learning easier and beyond the traditional face to face interaction between the teacher and the learner. E-learning basically involving the transfer of skills and knowledge through an electronic device aims at improving the teaching/learning process. In spite of the benefits of e-learning to both regular students and distance learners, e-learning has been fraught with some challenges in Africa. Therefore, this paper discusses some of the challenges facing e-learning in Africa particularly in the Nigerian higher education system. These among others are epileptic power supply, high cost of procurement of computer hardware, inadequate infrastructure, and resistance to change on the part of the instructors, inability of learners to make use of ICT infrastructure, inadequate skilled manpower ICT, and corruption of computer storage device through viruses. Effectively managing the identified challenges means that the government would have to ensure regular power supply, lecturers and learners should be trained in the use of ICT infrastructure, and the government should evolve viable ICT policy as well as control or subsidise the price of the s of ICT infrastructure to make it affordable for both lecturers and learners. Keywords - Education, Challenges, Information and Communication Technology, National Educational Objectives, University system, Descriptive Research, Ibadan, Nigeria

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.

Factors Affecting Students' Adoption of ICT Tools in Higher Education Institutions

2017 ◽  
Vol 13 (2) ◽  
pp. 82-94 ◽  
Author(s):  
Salini Rosaline ◽  
J. Reeves Wesley
Keyword(s):  
Higher Education ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Intention To Use ◽  
Engineering Programs ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Ict Adoption ◽  
Ict Tools

In the recent years, technology has been an important component in teaching and learning. The literature has highlighted many studies investigations on the students' intention to use technology in many Western, African and South East Asian countries. This article brings in the factors influencing students' adoption of ICT tools in higher education institutions in India. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was used to determine the predictors of ICT adoption in learning their coursework in colleges. The results were obtained by structural equation modelling, using the data collected from 398 students doing their undergraduate engineering programs. The findings show that performance expectancy, effort expectancy and social influence has a positive significant relationship on behavioral intention to use ICT tools and facilitating conditions has a direct relationship with usage behaviour. The findings have led to relevant theoretical and practical implications and future researches are suggested.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

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