scholarly journals The Digital Transformation of Higher Education Teaching: Four Pedagogical Prescriptions to Move Active Learning Pedagogy Forward

2022 ◽  
Vol 6 ◽  
Author(s):  
Yngve Røe ◽  
Slawomir Wojniusz ◽  
Annette Hessen Bjerke
Author(s):  
Charlotte Baker ◽  
Rebecca J. Blankenship

In this summary, authors Charlotte Baker and Rebecca Blankenship provide an overview of the cases and their impact on the overall DLI initiative. They also explore similar initiatives at other colleges and universities and how these technical transformations are changing the higher education teaching and learning culture. The authors examine the DLI in terms of other short-term, mid-term, and long-term goals as noted in the 2019 Horizon Report and how the DLI initiative can be used as a vehicle to actuate an ongoing culture of innovation and digital transformation in colleges and universities across the country.


2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Desman Hidayat

Low level of in-class participation can be a problem for lecturers when they teach Asian students. One of the reason is the characteristics of the Asian students, which are quiet and passive. Active learning is needed to solve this problem. Gamification is one of the things that can improve active learning. This study aims to understand how to design gamification system for higher education teaching, the factors contributed to the gamification system in higher education, and the impacts of the gamification system for students with the case study of Bina Nusantara University in Indonesia. The finding shows that there are several things to consider in designing gamification system. Factors in the system, the lecturers, the course, and the students also take important parts in the implementation. When it is done correctly, there will be a lot of positive impacts for the students and the teaching.


2018 ◽  
Vol 24 (4) ◽  
pp. 733-754
Author(s):  
Hyeon Woo Lee ◽  
Yoon Mi Cha ◽  
Kibeom Kim Kibeom Kim

2020 ◽  
Vol 4 (3) ◽  
pp. 178-184
Author(s):  
M. D. Smetanina ◽  
◽  
E. P. Yefremova ◽  
E. V. Lazutkina ◽  
◽  
...  

Author(s):  
Jane Kotzmann

The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bayu Rima Aditya ◽  
Ridi Ferdiana ◽  
Sri Suning Kusumawardani

PurposeExisting literature has reported a barrier list that could affect the implementation of digital transformation in higher education, yet the research question of how to identify barriers remained unanswered. Thus, this study intended to address this gap.Design/methodology/approachThe research design adopted a mixed-methods approach based on the problem-centered design science research (DSR) process model for the development and evaluation of framework.FindingsThis study proposed a systematic framework of three sets of components: (1) the initial set of barriers; (2) the barrier rating scheme and (3) the barrier scoring matrix. The three-component of the framework is to identify and prioritize barriers to the successful implementation of digital transformation in higher education.Research limitations/implicationsThe evaluation of the framework was only based on an expert opinion.Practical implicationsThis study provided a direction to the policymakers for designing sensible strategies to increase the chances of a successful digital transformation in higher education.Originality/valueThis study contributes to the knowledge body by offering a more systematic understanding of barriers to digital transformation in higher education.


2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.


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