STUDENTS’ INTENTION TO USE EMOTION-AWARE VIRTUAL LEARNING ENVIRONMENT: DOES A LECTURER’S INTERACTION MAKE A DIFFERENCE?

Purpose – This study explored students’ perspective of using emotion-aware Vertual Learning Environment (VLE) in Malaysia’s higher education institutions. The purpose is to investigate the relationships among dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia’s higher education institutions. Methodology – Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Smart PLS) in two phases: (1) examining the direct effect of students’ attitude on VLE adoption intention and (2) examining the indirect effect of constructs using lecturer interaction as a mediator. Findings – The findings revealed a significant mediating role of lecturer interaction on the relationship between attitude and intention to use VLE across the student cohort. Inhibitors, such as insecurity and discomfort, were less significant in affecting students’ attitude towards emotion-aware VLE. The results indicate that students are motivated to use VLE when lecturers understand their emotions and react accordingly. Significance – This is one of the studies pertaining to emotions in VLE and lecturer interaction in higher education institutions. The results facilitate an understanding of the pedagogical role of lecturer interaction as a practical learning motivation. It is of particular interest to curriculum and e-learning stakeholders looking to improve students’ interactions with the VLE systems. Apart from extending the current literature, this study has significant practical implications for education management in higher learning institutions. Keywords: Emotion-Aware VLE, Technology Readiness Index (TRI), Attitude, Intention to Use, Lecturer Interaction, online learning, Smart PLS, Higher Education.

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Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

Sustainable Business and Society in Emerging Economies ◽

10.26710/sbsee.v3i1.1661 ◽

2021 ◽

Vol 3 (1) ◽

pp. 17-23

Author(s):

Tilagavati Subramaniam ◽

Muthu Alagan Thangavelu

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Online Learning ◽

Learning Environment ◽

Blended Learning ◽

Conceptual Framework ◽

Higher Education Institutions ◽

Virtual Learning Environment ◽

Young Generation ◽

Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education. Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

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MOOCs as Disruptive Innovation in Higher Education

Asian Higher Education Chronicles ◽

10.9744/ahec.1.1.10-12 ◽

2018 ◽

Vol 1 (1) ◽

pp. 10-12

Author(s):

Kamarudin Hussin

Keyword(s):

Higher Education ◽

Learning Environment ◽

Flipped Classroom ◽

Higher Education Institutions ◽

Disruptive Innovation ◽

Virtual Learning Environment ◽

The Internet ◽

Free Access ◽

Access To Higher Education ◽

E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).

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USING STUDENT SELF-GOVERNANCE FOR CREATING LEADERSHIP BEHAVIOR AND FUNDAMENTALS OF MANAGEMENT ACTIVITY

Educational Analytics of Ukraine ◽

10.32987/2617-8532-2021-2-44-55 ◽

2021 ◽

pp. 44-55

Author(s):

Tatiana Daragan ◽

◽

Oksana Vlasyuk ◽

Keyword(s):

Higher Education ◽

Online Survey ◽

Leadership Behavior ◽

Higher Education Institutions ◽

Educational Process ◽

University Education ◽

Successful Implementation ◽

Student Government ◽

University Autonomy ◽

Management Activity

The article examines the stages of implementation of the main aspects of university autonomy, in particular the organization of student governance in domestic higher education institutions. It is necessary to realize that the creation of effective student government is a key condition for building a domestic system of higher education in accordance with the best practices of the European educational space. It is determined that in the process of restructuring higher education through the formation of university autonomy, students should be considered as a full partner in the process of modernization of the domestic higher education system. It is established that the work of student government should significantly expand its scope and be more active in developing key issues of organization and content of university education. The main points of formation of student self-governance in Ukrainian HEIs are determined and a comparative analysis of the key principles under which European universities operate is carried out. The authors analyzed the Law of Ukraine «On Higher Education», in particular in terms of organizing the work of student government. The main issues of student self-governance, which are reflected in the statutes of higher education institutions, are summarized. The article shows the results of the study conducted during the research «Implementation of university autonomy in the context of decentralization of HEIs, the democratization of the educational process, increasing responsibility for the quality of education». The stance of the students to the process of the autonomy of educational institutions in general is studied. The information on the respondents’ awareness of the regulatory framework is summarized. The degree of activity of student self-government bodies in solving issues of improving the educational process is analyzed. The proposals of the participants of the online survey on the next stages of activity for the successful implementation of university autonomy have been studied.

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UNIVERSITY EDUCATION IN THE FRENCH REPUBLIC: STRUCTURE AND LEGAL FRAMEWORK

The Modern Higher Education Review ◽

10.28925/2518-7635.2019.4.7 ◽

2019 ◽

pp. 57-65

Author(s):

Alla Durdas

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

National Development ◽

The State ◽

Educational Process ◽

University Education ◽

Stage Of Development ◽

Role Of The State ◽

Legislative Framework

The article deals with the complex and multistage system of higher education of the French Republic. The structural features of higher education in France, its complex and multi-stage system has been considered. Attention is drawn to the role of the state in the field of higher education in France. The importance of the development of education for the national development of the country and civilization as a whole has been stressed. A strong centralized presence and role of the state in the field of education in France has been noted, in particular in the organization of the educational process and in financing the education sector, as well as in determining the fundamental principles of the educational process, the details of the curriculum at all levels of education, the organization of the procedure for receiving teachers, determining the content, recruitment teachers who become public officers, ensuring their continuing education; recruiting and training inspectors responsible for quality control of the education system; funding public education and subsidizing “private schools under contract”. The article focuses on the constant attention of the state to the problems of education. It highlights the openness of the French system of higher education and its accessibility for most of the population. The features of France’s higher education management system and the specifics of its legislative framework have been disclosed. Four Legislative Acts of the Ministry of Education are characterized, played an important role in its functioning. A more democratic and collegial management of universities for today has been noted. The relevance of the study of the structure and legislative framework of university education in France has been grounded. The types of higher education institutions in France and their features in the context of development trends have been investigated. The current stage of development of the system of French university education and the features of structural transformations have been considered. The features of the functioning of universities, “grand schools” and private higher education institutions have been disclosed. The article draws attention to the achievement of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France have been highlighted. Leading elite schools and universities have been mentioned, as well as the conditions for entering them. Attention was paid to the almost equal quality of education in the capital and in the province.

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Foresight-studies in institutions of higher education

The Scientific Notes of the Pedagogical Department ◽

10.26565/2074-8167-2020-46-09 ◽

2020 ◽

Keyword(s):

Higher Education ◽

Foreign Language ◽

Delphi Method ◽

Online Survey ◽

Scenario Planning ◽

Educational Process ◽

Foreign Languages ◽

General Direction ◽

The Future

The article defined the role of Foresight-studies in the current conditions of higher education system development. Diﬀerent types of Foresight-studies in diﬀerent countries and their application for educational purposes are analyzed. Methods of conducting foresight research are revealed on the basis of which the most common among them are: Delphi method, SWOT analysis, Information flow analysis, Focus Group Technique, Expert Panels, Scenario Planning, Highlight Key Technologies, Technology Mapping, Development of Roadmaps, Source Scanning, “Analysis of Global Trends”, “PEST Analysis”, “Reverse Scenarios” etc. It is stated that the foresight can be called a technology of constructive attitude towards the future. It involves the development of a system of private forecasts in the most important areas of scientific and technological progress and a comprehensive forecast of scientific and technological development. The article gives examples of university Foresight-studies and their role in forming a modern specialist with forecasting skills. The focus of the study is pay special attention on the Foresight-study conducted at the School of Foreign Languages of V. N. Kharkiv National University entitled “Strategy for the Development of Education at The School of Foreign Languages”. The study was carried out using the Delphi method and included an online survey (digital questionnaire) created in Google forms and included two stages. The first stage was aimed at revealing the general direction of the development of the educational process, and the second stage was aimed at specifying teaching strategies that could be used in the future by the School of Foreign Languages. The survey was attended by 105 people who work or study at the university. It is established that the priority directions of development of educational process at the School of Foreign Languages may be: introduction of the latest digital technologies into the educational process; increase of teaching eﬃciency and distribution of time between participants of educational process (transformation of the role of the lecturer); communicative aspect through improvement of teaching methods at the School of Foreign Languages, namely the involvement of foreign language speakers in teaching and practice, conducting more foreign language activities, changing the criteria for assessing students’ success by foreign models.

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Analysis of engagement metrics vs student attainment using multiple sources across physical and virtual spaces: A case study.

10.35542/osf.io/v2c4h ◽

2020 ◽

Author(s):

Caudia Wascher ◽

Isobel Gowers ◽

Matt East

Keyword(s):

Higher Education ◽

Learning Environment ◽

Learning Analytics ◽

Higher Education Institutions ◽

Virtual Learning ◽

Individual Learning ◽

Virtual Learning Environment ◽

Multiple Sources ◽

Student Behaviour

Learning analytics, referring to the collection and analysis of data regarding the progress of learners, allows higher education institutions and individual academics to make data driven decisions regarding their teaching approaches and support they are providing. Further, they provide students with an opportunity to take control of their own learning, as they are gaining a better understanding of their own performance and can make informed decisions about their own learning progress. In early 2020 a global pandemic forced higher education institutions worldwide to quickly move teaching online. We argue that under these circumstances, detailed learning analytics provide a unique opportunity to understand student behaviour and support individual learning. We present a case study analysing engagement metrics and their relationship to student attainment in four courses in the area of behavioural biology, over a time period of two years pre-pandemic. Multiple sources of student engagement in the physical (attendance at lectures) and virtual space (access and engagement with online learning resources) were used. Our results show that grades of students were significantly affected by type of assignment, with grades being lower in exams compared to other types of assignment. Grades were not significantly affected by level of studies, gender and country of origin (UK versus non-UK). With regards to engagement metrics, grades significantly increased with percentage of attendance in class, percentage of resources accessed on Canvas and library access. Students accessed lecture notes longer compared to other resources. Physical attendance in class over all courses and levels of studies averaged at 55 %. Online, students accessed on average only 32 % of resources provided in the virtual learning environment. Students accessed the majority of the courses in the same week when materials were discussed in class compared to the weeks before and after. Our results show that both engagement with materials in the virtual learning environment and attendance in class are positively correlated with student achievement. We cannot make any inferences about the causality of this effect and it is likely that better students in general are more engaged. Our project provides detailed in-depth insight into student behaviour and reveals that students overall do not engage with all materials provided, resulting in an incomplete learning experience. We suggest that detailed data on engagement of students with individual resources can be used to better understand and shape individual learning experiences of students.

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Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education

Computers & Education ◽

10.1016/j.compedu.2020.104099 ◽

2021 ◽

Vol 163 ◽

pp. 104099

Author(s):

Ewelina Lacka ◽

T.C. Wong ◽

Mohamed Yacine Haddoud

Keyword(s):

Higher Education ◽

Social Media ◽

Learning Environment ◽

Media Use ◽

Digital Technologies ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Social Media Use

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Trends in Using ICT Resources by Professors in HEIs (Higher Education Institutions)

Journal of Information Technology Education Research ◽

10.28945/4601 ◽

2020 ◽

Vol 19 ◽

pp. 395-425

Author(s):

Carmen Tulia Ricardo-Barreto ◽

Daladier Jabba Molinares ◽

Humberto Llinás ◽

Judith M Peña Santodomíngo ◽

Cinthia Milena Astorga Acevedo ◽

...

Keyword(s):

Higher Education ◽

Online Survey ◽

Higher Education Institutions ◽

Educational Innovation ◽

Target Population ◽

Educational Process ◽

Educational Resources ◽

Future Research ◽

University Professors ◽

Ict Use

Aim/Purpose: This study aimed at recognizing and analyzing the trends of ICT use (hardware, software, and digital educational resources) by higher education professors in the Antioquia region (Colombia), and characterizing this population according to their context. Background: The inexorable growth of ICT and the convergence of networks have produced great changes in human culture, and particularly in the educational environment. As a result, the development of appropriate technological competencies and the study of the trends of ICT use to meet this requirement become necessary. Methodology: The study follows a quantitative approach, with a non-experimental and correlational design. The sample consisted of 97 professors from different universities of the Antioquia region (Colombia), age between 21 and 60 years old, selected in a non-aleatory way, to fill in an online survey. Contribution: A contribution is the identification and characterizing of an active population in higher education and the trends in use of digital resources in the classroom from the professors’ perception that allows recognizing the pedagogical potential of these resources to enrich the process of social and educational appropriation of ICT in higher education institutions (HEI). Findings: Findings show the level of use (low and high) of ICT (hardware, software, and digital educational resources) by university professors, identifying those that still maintain a predominant use (e.g., desktop PC); those that are innovative (e.g., laptop, smartphone), and those that appear with low frequency (e.g., apps, digital blackboard, clickers). These results show some factors that may influence the development of these trends, such as technological infrastructure, HEI support, teachers’ training, the accessibility and availability of resources, and preference for digital open resources. Recommendations for Practitioners: According to the results, universities should provide technological resources and suitable connectivity necessary for educational innovation to professors. Besides, it is suggested to strengthen the pedagogical use of ICT by training according to the trends of use and professors’ competency levels. Recommendation for Researchers: This study made evident professors’ great preference of using storage, display, and sound devices, among them the desktop PC and the laptop continue being the key tools to boost the educational process, in contrast to the low use of tools to detect plagiarism, social networks, and apps to boost activities with emergent technologies. Considering the potential and richness these tools may offer in the educational processes, it should be interesting to carry out studies on factors or motivations that influence the little inclination to use them. Impact on Society: The analysis of the trends of ICT use from the perspective of university professors about hardware, software, and digital educational resources may suggest greater attention to the permanent training to take advantage of the pedagogical and technological potential of these tools. Future Research: This study allows thinking of other ways and lines of research that are the base to develop future proposals exploring the reality of new generations of professors. It also could be the base to carry out comparative studies in other regional contexts, which permit to compare, contrast and enrich professors’ diversity. On the other hand, this research also shows the importance of carrying out mixed studies that offer a greater level of comprehension, analysis, and reflection about the target population and the trends of use of ICT.

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Psychological Difficulties during the Covid Lockdown: Video in Blended Digital Teaching Language, Literature, and Culture

10.31235/osf.io/pcmq3 ◽

2021 ◽

Author(s):

Svitlana Yukhymets ◽

Smaglii Valeriia Mykhaylivna ◽

Vasyl Lopushanskyy ◽

Koliasa Olena Vasylivna* ◽

Babelyuk Oksana Andriivna

Keyword(s):

Higher Education ◽

Learning Environment ◽

Teaching And Learning ◽

Technical Aspect ◽

Educational Process ◽

Virtual Learning Environment ◽

Teaching Staff ◽

Digital Learning ◽

Epidemic Period ◽

Psychological Difficulties

The recent COVID-19 pandemic has caused an urgent necessity for higher education institutions and their teaching staff to move the educational process online in the shortest possible time. It should be admitted that higher education worldwide is changing, and institutions face challenges when adapting to the new COVID-19 reality – blended digital teaching and learning. They are tackling several issues connected with the essence of virtual education, its technical aspect, and students’ learning environment. During COVID-19 lockdown, teachers have to prepare and deliver their classes from home, simultaneously coping with numerous professional and technical challenges, often without any appropriate support. In addition to that, they were lack of technology literacy, professional knowledge, and experience needed for successful E-teaching. Besides, a new mode of blended digital teaching and learning also made them consider technical and administrative aspects of the current educational process, namely to use new educational platforms and tools, organize active workflows, and work out critical educational principles to design and facilitate practical online experiences. Along with the challenges that the teachers face in such conditions, they should be able to cope with the stress and psychological disorders of pupils and students. The article emphasizes the abnormal psychology of youngsters (pupils and students) as the result of stress and anxiety that appeared during Covid lockdown – the application of psychological science to understanding and treating mental disorders – and the use of video as a productive means of avoiding psychological disabilities. The research objective is to prove that video is an effective educational tool for avoiding psychological difficulties in blended digital learning during COVID-19 lockdown while teaching foreign languages, literature, and culture. Special attention is paid to psychological strategies of overcoming stress during COVID-19 lockdown, as well as to effective ways to students’ adapt to a virtual learning environment, development and implementation of anti-stress methods, which heighten their motivation. The article also heads on and explores potential solutions to educational problems that one can encounter in the new educational process at the post-COVID-19 epidemic period, such as the quality of education offered, its cost and availability, internationalization, and employability.

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