scholarly journals Is There an App for That?: An Exploratory Study into the Use of Mobile Technologies and mLearning within Aotearoa New Zealand’s Higher Education Libraries

2021 ◽  
Author(s):  
◽  
Tracy Marie Maniapoto
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Mobile Services ◽  
Mobile Technologies ◽  
Mobile Platform ◽  
Web Based ◽  
Library Users ◽  
Library Staff ◽  
The Impact ◽  
The Web

<p>1.1. Research problem The objectives of this research study are to explore the extent to which Aotearoa New Zealand’s higher education libraries are using mobile technologies for the delivery of its information and research services, and the impact these technologies may have on the professional development needs of higher education library staff. 1.2. Methodology Using a mixed method design approach, two data sets were investigated. First, the web-based library homepages of 29 higher education libraries within Aotearoa New Zealand were examined for their level of conformance to a mobile platform and second, library staff from the 29 higher education libraries were surveyed for their perceptions of, and experiences in, using mobile technology both within a social context and within the workplace. 1.3. Results This research found that while mobile technologies are in use by the majority of higher education libraries to a degree, financial costs and a lack of resources were identified as barriers to providing virtual library users with mobile services that meet both their needs and expectations. In their current state, the web-based library homepages for the majority of libraries are content-heavy and do not conform well to a mobile platform. This research also found that library staff do not always feel supported in exploring professional development training around mobile technologies and are aware of the impact this may have on providing high level service desk support. In addition, findings suggest library staff are not necessarily aware of new innovations provided by their libraries. 1.4. Implications Library users are likely to experience high levels of dissatisfaction when browsing the library homepage on a mobile web browser due to latency created by content-heavy webpages. Further, mobile services should be fit for purpose to meet the needs and expectations of 21st Century learners.For library staff, consideration should be given to developing professional skills when implementing new innovations within the workplace. Communication channels for marketing new innovations should also be clear and distributed to all library staff.</p>

scholarly journals Is There an App for That?: An Exploratory Study into the Use of Mobile Technologies and mLearning within Aotearoa New Zealand’s Higher Education Libraries

2021 ◽  
Author(s):  
◽  
Tracy Marie Maniapoto
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Mobile Services ◽  
Mobile Technologies ◽  
Mobile Platform ◽  
Web Based ◽  
Library Users ◽  
Library Staff ◽  
The Impact ◽  
The Web

<p>1.1. Research problem The objectives of this research study are to explore the extent to which Aotearoa New Zealand’s higher education libraries are using mobile technologies for the delivery of its information and research services, and the impact these technologies may have on the professional development needs of higher education library staff. 1.2. Methodology Using a mixed method design approach, two data sets were investigated. First, the web-based library homepages of 29 higher education libraries within Aotearoa New Zealand were examined for their level of conformance to a mobile platform and second, library staff from the 29 higher education libraries were surveyed for their perceptions of, and experiences in, using mobile technology both within a social context and within the workplace. 1.3. Results This research found that while mobile technologies are in use by the majority of higher education libraries to a degree, financial costs and a lack of resources were identified as barriers to providing virtual library users with mobile services that meet both their needs and expectations. In their current state, the web-based library homepages for the majority of libraries are content-heavy and do not conform well to a mobile platform. This research also found that library staff do not always feel supported in exploring professional development training around mobile technologies and are aware of the impact this may have on providing high level service desk support. In addition, findings suggest library staff are not necessarily aware of new innovations provided by their libraries. 1.4. Implications Library users are likely to experience high levels of dissatisfaction when browsing the library homepage on a mobile web browser due to latency created by content-heavy webpages. Further, mobile services should be fit for purpose to meet the needs and expectations of 21st Century learners.For library staff, consideration should be given to developing professional skills when implementing new innovations within the workplace. Communication channels for marketing new innovations should also be clear and distributed to all library staff.</p>

Adoption and Use of Innovative Mobile Technologies in Nigerian Academic Libraries

2018 ◽  
pp. 354-389
Author(s):  
Robert Akinade Awoyemi
Keyword(s):  
Mobile Technology ◽  
Academic Libraries ◽  
Tertiary Education ◽  
Mobile Technologies ◽  
Data Sets ◽  
Web Based ◽  
Mixed Method Design ◽  
Professional Development Needs ◽  
The Impact ◽  
The Web

The research explores the extent to which academic libraries in Nigeria are using mobile technologies for the delivery of its information and research services, and the impact these technologies may have on the professional development needs of librarians. Using a mixed method design approach, two data sets were investigated. First, the web-based library homepages of 15 tertiary education libraries in South-west Nigeria were examined for their level of conformance to a mobile platform and second, library staff from the 15 academic libraries were surveyed for their perceptions of, and experiences in, using mobile technology both within a social context and within the workplace. This research found that while mobile technologies are in use by the majority of academic libraries to a degree, lack of resources and awareness of new innovations were identified as barriers to providing mobile services that meet users' needs and expectations.

scholarly journals Customer's Adoption of Mobile Government Services: The Role of Trust and Information Privacy

2021 ◽  
Vol 9 (1) ◽  
pp. 20-27
Author(s):  
Dr. Sulaiman Althuwaini ◽  
Dr. Mohamed Saleh Salem
Keyword(s):  
Saudi Arabia ◽  
Technology Acceptance ◽  
Mobile Services ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Mobile Technologies ◽  
Security And Privacy ◽  
Intention To Use ◽  
Government Services ◽  
The Impact

The purpose of the study is to examine the factors that impact the intention of Saudi citizens to use a mobile government smartphone application (Absher). Saudi Arabia seeks to invest and develop the infrastructure of the government’s mobile services, to be one of the leading countries in the region. Smartphone applications backed by mobile technologies have changed mobile services use which permit anywhere at any time access. Drawing on technology acceptance theories and relevant literature, this study developed and tested a structural model that integrates factors perceived usefulness, perceived ease of use, perceived privacy and trust in order to investigate the predictors of Absher use intention in the Saudi Arabia. The proposed model is tested using structural equation model (SEM) on data collected using an online questionnaire. Statistical analysis revealed that intention to use Absher was significantly associated with perceived trust, security and privacy, ease of use, and usefulness. Drawing on the technology acceptance model and trust theory, this study develops and empirically examines a model for users' intention to use mobile government services. This study contributes to the marketing literature by examining the impact of PU, PEOU and trust on mobile government services acceptance in developing countries.

Transformative Partnerships

2015 ◽  
pp. 74-82
Author(s):  
Sharon Smaldino ◽  
Lara Luetkehans
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Program Development ◽  
Professional Development School ◽  
Evolutionary Process ◽  
Academic Program ◽  
Critical Elements ◽  
The Impact ◽  
Transformative Partnerships

With all higher education educational endeavors there is a transformative element that enhances the progression forward in terms of academic program development. Teacher education is no exception to this aspect of the evolutionary process. The authors' story of that transformation and the impact of creative endeavors in teacher education offer a sense of moving beyond the traditional to the transformative in teacher education. Carter (1993) offers that the story can offer a perspective on our work and inform teacher education on the directions we might take to bring about improvement in our efforts to prepare educators for the future. The authors' story begins with a strong foundation and commitment to understanding the critical elements of successful partnerships. This foundation has served them for 15 years, and two distinct eras of partnership work that delineate the transformation. The authors explore each era: “The Professional Development School (PDS) Story” followed by “10 Years Later.”

Frameworks for CMS Design and Evaluation

2011 ◽  
pp. 69-89
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

Cultural Humility as a Path to Equity in Higher Education

2022 ◽  
pp. 262-280
Author(s):  
Veronica A. Keiffer-Lewis
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Identity Negotiation ◽  
Conflict Transformation ◽  
Achievement Gaps ◽  
Cultural Humility ◽  
Self Reflection ◽  
The Impact ◽  
Closing Achievement Gaps

Achieving equity in higher education involves more than just closing achievement gaps and mitigating the impact of historic oppression and underrepresentation. In this chapter, the author presents a framework for cultural humility as a pathway to equity for institutions of education, as well as an approach for the professional development of cultural humility practitioners. The cultural humility framework comprises four core principles as well as five transformational skills (i.e., dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation). The chapter concludes with a discussion about how to implement this framework at both the classroom and institutional levels, as well as the implications of such training for achieving greater equity in higher education.

Leveraging Technology to Promote Assessment for Learning in Higher Education

2011 ◽  
pp. 224-236
Author(s):  
Christopher DeLuca ◽  
Laura April McEwen
Keyword(s):  
Higher Education ◽  
Assessment For Learning ◽  
Self Assessment ◽  
Web Based ◽  
Large Group ◽  
Use Of Technology ◽  
Pre Service Teacher Education ◽  
Learning Development ◽  
Pre Service Teacher ◽  
The Web

Assessment for learning (AFL) is a highly effective strategy for promoting student learning, development and achievement in higher education (Falchikov, 2003; Kirby & Downs, 2007; Nicol & Macfarlane-Dick, 2006; Rust, Price, & O’Donovan, 2003; Vermunt, 2005). However, since AFL relies on continuous monitoring of student progress through instructor feedback, peer collaboration, and student self-assessment, enacting AFL within large-group learning formats is challenging. This paper considers how technology can be leveraged to promote AFL in higher education. Drawing on data from students and instructors and recommendations from an external instructional design consultant, this paper documents the process of pairing technology and AFL within a large-group pre-service teacher education course at one Canadian institution. Recommendations for the improvement of the web-based component of the course are highlighted to provide practical suggestions for instructors to evaluate their own web-based platforms and improve their use of technology in support of AFL. The paper concludes with a discussion of areas for continued research related to the effectiveness of this pairing between assessment theory and technology.

scholarly journals Impact on Dietary Intake of Two Levels of Technology-Assisted Personalized Nutrition: A Randomized Trial

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3334
Author(s):  
Megan E. Rollo ◽  
Rebecca L. Haslam ◽  
Clare E. Collins
Keyword(s):  
Dietary Intake ◽  
Text Message ◽  
Mobile Technologies ◽  
Nutrition Support ◽  
Group Differences ◽  
Feedback Report ◽  
Personalized Nutrition ◽  
Self Monitoring ◽  
Web Based ◽  
The Impact

Advances in web and mobile technologies have created efficiencies relating to collection, analysis and interpretation of dietary intake data. This study compared the impact of two levels of nutrition support: (1) low personalization, comprising a web-based personalized nutrition feedback report generated using the Australian Eating Survey® (AES) food frequency questionnaire data; and (2) high personalization, involving structured video calls with a dietitian using the AES report plus dietary self-monitoring with text message feedback. Intake was measured at baseline and 12 weeks using the AES and diet quality using the Australian Recommended Food Score (ARFS). Fifty participants (aged 39.2 ± 12.5 years; Body Mass Index 26.4 ± 6.0 kg/m2; 86.0% female) completed baseline measures. Significant (p < 0.05) between-group differences in dietary changes favored the high personalization group for total ARFS (5.6 points (95% CI 1.3 to 10.0)) and ARFS sub-scales of meat (0.9 points (0.4 to 1.6)), vegetarian alternatives (0.8 points (0.1 to 1.4)), and dairy (1.3 points (0.3 to 2.3)). Additional significant changes in favor of the high personalization group occurred for proportion of energy intake derived from energy-dense, nutrient-poor foods (−7.2% (−13.8% to −0.5%)) and takeaway foods sub-group (−3.4% (−6.5% to 0.3%). Significant within-group changes were observed for 12 dietary variables in the high personalization group vs. one variable for low personalization. A higher level of personalized support combining the AES report with one-on-one dietitian video calls and dietary self-monitoring resulted in greater dietary change compared to the AES report alone. These findings suggest nutrition-related web and mobile technologies in combination with personalized dietitian delivered advice have a greater impact compared to when used alone.

The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-based Peer Assessment Activities

2020 ◽  
pp. 596-610
Author(s):  
Chien-I Lee ◽  
Ya-Fei Yang ◽  
Shin-Yi Mai
Keyword(s):  
Peer Assessment ◽  
Learning Effectiveness ◽  
Web Based ◽  
Constructive Feedback ◽  
Learning Attitude ◽  
Assessment Approach ◽  
Quasi Experimental ◽  
The Impact ◽  
The Web ◽  
Assessment Activities

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three groups with or without the scaffolding critique. The results show the use of the scaffolded assessment in the web-based peer assessment activities did not show a significant difference in the students' learning effectiveness. Even though the results show that learning effectiveness of the participants in the two experimental groups is significantly enhanced, there is no significant effect of providing the scaffolded assessment on the participants' learning effectiveness in the three groups. In addition, the participants showed a positive learning attitude toward the web-based assessment activities and agreed that the activities could enhance the participants' interactions between the peers and instructor.

Sign in / Sign up

Export Citation Format

Share Document