scholarly journals Multivariate Analysis of Attitudes, Knowledge and Use of ICT in Students Involved in Virtual Research Seedbeds

2021 ◽  
Vol 11 (1) ◽  
pp. 33-49
Author(s):  
Magda Alejandra Martinez-Daza ◽  
Alfredo Guzmán Rincón ◽  
Jader Alexis Castaño Rico ◽  
Nuria Segovia-García ◽  
Harvey Yesid Montilla Buitrago
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Hierarchical Cluster ◽  
Communication Technologies ◽  
Face To Face ◽  
Disciplinary Field ◽  
Information And Communication ◽  
Post Hoc

The incorporation of information and communication technologies (ICTs) in higher education has been carried out in a transversal manner within the curriculum, and the processes of formative research in both face-to-face and virtual programmes are not an exception to this process. In this context, it is recognised that students’ perceptions of the inclusion of technologies in the classroom can influence their teaching and learning process; however, they have not been widely addressed in multiple settings including research seedbeds. Thus, this paper aims to identify such perceptions represented in the attitudes, knowledge and uses of ICTs in students ascribed to the research seedbed in a virtual business administration programme of an Institution of Higher Education located in Colombia. For its fulfillment, the ACUTIC scale was applied to a sample of 65 students in order to identify these perceptions through a hierarchical cluster analysis, a single factor analysis of variance (ANOVA) test, a post hoc Tukey method and a factor analysis. The main result is that attitudes, knowledge and use of ICTs are varied and they can be represented in three clusters. In general, the attitude towards the incorporation of technologies in the research seedbed is positive; however, there is a gap in terms of knowledge and use, especially of those tools oriented to the disciplinary field and research.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

E-Transformation in Higher Education and What It Coerces for the Faculty

2019 ◽  
pp. 355-378
Author(s):  
Ela Akgün-Özbek ◽  
Ali Ekrem Özkul
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Development Programs ◽  
Global Trends ◽  
Information And Communication ◽  
The Impact

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

scholarly journals Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

2020 ◽  
Vol 12 (4) ◽  
pp. 1312 ◽  
Author(s):  
Francisco D. Guillén-Gámez ◽  
María J. Mayorga-Fernández
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Multiple Linear Regression Model ◽  
Communication Technologies ◽  
University Professors ◽  
Teaching And Research ◽  
Face To Face ◽  
Survey Technique ◽  
Information And Communication ◽  
Teachers Attitudes

The aim of this research is to analyse the attitudes towards information and communication technologies (ICT) of higher education teachers from an affective, cognitive and behavioural model for teaching and research. It also aimed to explore different factors that can predict such attitudes. A non-experimental study was proposed using a survey technique and descriptive and inferential analyses were carried out using a multiple linear regression model (MLR). In total, the sample was formed by 867 university professors from Spain belonging to different areas of knowledge. The results show that these teachers have a medium total attitudinal level, so the lowest attitudes have been represented by the behavioural ones, followed by the affective ones. Regarding the predictor variables, variables that can predict such attitudes were found to be age, participation in projects, gender and teaching in face-to-face and/or online universities (ordered from highest to lowest priority).

scholarly journals USO Y APROPIACIÓN DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN POR PARTE DE LOS DOCENTES EN LAS FACULTADES DE INGENIERÍA

2015 ◽  
Vol 6 (1) ◽  
pp. 6
Author(s):  
Fernando Martinez Rodriguez ◽  
Juan González Martínez
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Information And Communications Technology ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Level Of Use ◽  
Information And Communication

Se presentan los resultados encontrados en la fase diagnóstica de la tesis doctoral: “Referentes pedagógicos para el uso y apropiación de las Tecnologías de la Información y Comunicación (TIC) al interior de los procesos educativos planeados y desarrollados por los docentes de educación superior”. Esta investigación se realiza en las facultades de ingeniería de tres universidades de Bogotá D.C., partiendo de la intuición de que los temas pedagógicos y didácticos en estas facultades siempre se han considerado en un segundo plano. La metodología de esta fase partió del enfoque cuantitativo mediante el diseño y la aplicación de una encuesta; el instrumento perseguía analizar el nivel de uso y apropiación de las TIC al interior de los procesos educativos que orientan los docentes de educación superior en ingeniería. El estudio permite confirmar que los docentes utilizan las TIC, pero también pone de manifiesto la necesidad imperiosa de orientar a los docentes de estas facultades en el adecuado uso de dichas tecnologías desde el punto de vista pedagógico y didáctico.Use and Appropriation of Information and Communication Technologies by Teachers in the Faculties of EngineeringThis research presents the results of the diagnostic phase of the thesis “Pedagogical References for Use and Appropriation of Information and Communications Technology (ICT) in Educational Processes Planned and Developed by Teachers in Higher Education.” This research was conducted in the engineering schools of three universities in Bogotá (Colombia), based on the intuition that pedagogic and teaching concerns in these departments have not always been faced in a good way. The methodology designed for this phase began with the quantitative approach through design and implementation of a survey: the instrument sought to analyze the level of use and appropriation of ICT into educational processes that guide engineering teachers in higher education. The study confirms that teachers do use ICT, and it also highlights the urgent need for guidance for teachers in these areas on the proper use of technologies not only from the teaching and learning points of view.Keywords: educational resources, ICT, pedagogy.

scholarly journals Una experiencia de aprendizaje en en nuevo contexto del EEES : el caso del Webinar de SICODINET sobre modelización con hoja de cálculo para la información de gestión empresarial

2007 ◽  
pp. 81
Author(s):  
Begoña González Pérez ◽  
Enrique López González ◽  
Cristina Mendaña Cuervo
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
European Higher Education Area ◽  
Face To Face ◽  
New Information ◽  
Information And Communication ◽  
European Higher Education ◽  
Teaching Learning

Los cambios en la educación universitaria que propicia el Espacio Europeo de Educación Superior implican nuevas adaptaciones en el proceso de enseñanza-aprendizaje ya que el objetivo primordial pasa a ser"aprender a aprender. En este contexto, se necesitan nuevos medios que faciliten el desarrollo de tales cambios, que permitan realizar actividades adicionales a la enseñanza presencial. Así, las nuevas Tecnologías de la Información y la Comunicación constituyen herramientas que posibilitan tales transformaciones. En este sentido, tos Espacios Virtuales de Aprendizaje (EVA) posibilitan la creación de comunidades sociales donde se intercambian conocimientos. Este trabajo se centra en el EVA SICODINET que se ha diseñado en torno a las asignaturas del perfil de Contabilidad de Costes y de Gestión de la Universidad de León. Concretamente se profundiza en la experiencia del seminario en línea (Webinar) sobre hoja electrónica de cálculo celebrado durante tres años, sus características, la metodología seguida, los resultados obtenidos y las lecciones aprendidas con esta iniciativa.<br /><br />The European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this senseThe European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this sense the creation of social communities where knowledge is exchanged. This paper analyzes the VLS SICODINET which has been designed around Cost and Management Accounting subjects in the University of León. Specifically the Web-based seminar (Webinar) about spreadsheet is studied in depth: it has been held for three years and its characteristics, the followed methodology, its results and the lessons learnt from this initiative are explained.

DIGITAL AGE DIDACTICS: FROM TEACHING TO ENGINEERING OF LEARNING (Part 2)

2018 ◽  
pp. 52-60
Author(s):  
М. A. Tchoshanov
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Traditional Teaching ◽  
Design Development ◽  
Face To Face ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
Information And Communication

The digital age demands re-thinking of traditional teaching and learning. Rapidly growing technological innovations in education force a paradigm shift from traditional teaching to engineering of learning. Thus, the main focus of the article is on the design, development, and implementation of effective learning environments through the use of Information and Communication Technologies in various formats: face-to-face, blended, and distance education. Engineering of learning requires new understanding and reconceptualization of traditional didactics toward e-Didactics in order to effectively design and skillfully align learning objectives, content, and assessment in the digital age classroom.

As Competências Informacional e Midiática no Ensino Superior

2018 ◽  
Vol 13 (13) ◽  
pp. 02
Author(s):  
Fernando Célio Deus ◽  
Ana Maria Pereira Cardoso
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Communication Technologies ◽  
Teaching Methodology ◽  
Education Students ◽  
Scientific Texts ◽  
Face To Face ◽  
Information And Communication ◽  
Technology And Teaching

Os avanços dos recursos tecnológicos colocam grandes desafios para as Instituições de Ensino Superior que necessitam incorporar as tecnologias de informação e comunicação em suas atividades pedagógicas. A metodologia da Sala de Aula Invertida - SAI corresponde ao método de ensino com aulas presenciais e o suporte de conteúdos em ambientes virtuais.  O artigo apresenta um modelo de avaliação das competências informacional e midiática de alunos do Ensino Superior para utilização da metodologia SAI em sua potencialidade. O modelo foi baseado em revisão de literatura e testado em uma instituição, que adota a SAI como metodologia de ensino. Os resultados demonstraram um desempenho satisfatório dos alunos nas dimensões relacionadas ao acesso e exploração hipertextual dos recursos disponíveis na plataforma, no entanto identificou-se um gap referente às habilidades relacionadas com os aspectos éticos, que devem balizar a produção de textos acadêmicos e científicos. Palavras-chave:Competência Informacional e Midiática. Uso de Tecnologias no Ensino. AbstractAdvances in technological resources pose great challenges for higher education institutions that need to incorporate information and communication technologies into their pedagogical activities.The methodology of the Flipped Classroom corresponds to the method of teaching with face-to-face classes and with the contents support in virtual environments. This paper presents a model for the evaluation of the informational and mediatic competences of higher education students to use the SAI methodology in its potentiality. The model was based on literature review and tested in an institution that adopts SAI as a teaching methodology. The results showed a satisfactory performance of the students in the dimensions related to access and hypertextual exploitation of the resources available in the platform, nevertheless a gap was identified regarding the skills related to the ethical aspects that should be used to produce the academic and scientific texts. Keywords: Informational and Mediatic Competences;Technology and Teaching. 

scholarly journals O papel das TIC no estímulo à autonomia dos estudantes do ensino superior: Visão dos professores

2019 ◽  
Vol 27 ◽  
pp. 74 ◽  
Author(s):  
Dora Simões ◽  
Paula Faustino
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Communication Technologies ◽  
Ease Of Use ◽  
Public Higher Education ◽  
Information And Communication ◽  
The Bologna Process

This article reflects on the insights of higher education teachers about the role that information and communication technologies (ICT) can have in enhancing students' autonomy in the teaching and learning process. In order to accomplish this goal, it was necessary to build a theoretical framework that explored the context of higher education under the assumptions of the Bologna process and educative policies, exploring the encouragement to students’ autonomy and the use of ICT in the teaching and learning process. A quantitative exploratory approach was adopted with the purpose of collecting the insights of teachers involved in two courses of the Portuguese public higher education. The data collection was made through the curricular plans and though a survey to the teachers. With this research, we conclude that teachers reveal efforts to enhance students’ autonomy and feel motivated to use ICT in their educational practices. The most frequently mentioned motivations are that ICT facilitates the access to resources and information, innovates their practice, improves the regulation, tutoring and intervention, and in interaction and communication. Teachers also appear to hold positive perceptions on the potential of ICT to support their teaching and learning process, especially the perception of utility and ease of use of ICT. 

scholarly journals Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

2021 ◽  
Vol 10 (6) ◽  
pp. 135
Author(s):  
Obert Matarirano ◽  
Abor Yeboah ◽  
Onke Gqokonqana
Keyword(s):  
Higher Education ◽  
South African ◽  
Information And Communication Technologies ◽  
Education Institution ◽  
Communication Technologies ◽  
Technology Readiness ◽  
Face To Face ◽  
Information And Communication ◽  
E Learning ◽  
South African Higher Education

The closures of Higher Education Institutions (HEIs) due to the Covid-19 pandemic meant that face to face classes had to be put on hold. However, the growth in information and communication technologies (ICT) made it possible for HEIs to continue with their core activities remotely, primarily using learning management systems (LMSs). The overuse of LMS at the selected HEI resulted in the former’s collapse. The consequence was that management of the institution advised lecturers to use multi-modal emergency remote teaching (ERT) to save the academic year. Lecturers adopted a variety of platforms and approaches, largely depending on their preferences. This study identified the ICT platforms and approaches used by lecturers during remote teaching as well as estimating the readiness of students for emergency remote learning. Readiness was established with the use of the Technology Readiness Index 2.0 (TRI2.0) of the Technology Readiness Model. In addition, the effects of age, gender and level of study on technology readiness were estimated. A self-administered questionnaire was shared with senior students within the accounting department of the selected HEI. Descriptive and inferential statistics were used to analyse the data collected from 243 respondents. The study found that Microsoft teams was the commonly used platform whilst pre-recorded lectures and live classes were the popular approaches used. In terms of technology readiness, the study found that students were not ready as indicated by a low TRI 2.0 of 2.8. Age and study level had a positive effect on technology readiness. To provide the best possible learning experiences to students, lecturers need to understand what worked, what did not and why. The results of this study provide invaluable information and lay a foundation for successful future e-learning projects.

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