scholarly journals The Importance of Being Open: How European Open Universities Can Reposition in the Post-Pandemic Higher Education Landscape

2020 ◽  
pp. 178-188
Author(s):  
Antonio Moreira Teixeira ◽  
José Mota
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Online Education ◽  
Quality Education ◽  
Technology Enhanced Learning ◽  
Open Education ◽  
Flexible Organizations ◽  
Socially Relevant ◽  
The Impact ◽  
Enhanced Learning

Open universities (OUs) have been at the forefront of educational technology. Designed as innovative and flexible organizations, they have proven instrumental to assure the consolidation of research, innovation and quality practice in distance and online education. Inspired by the impact of open education and MOOCs, traditional higher education institutions began embracing technology-enhanced learning and online education. The growing competition from these universities, as well as of new non-formal providers, have resulted for the OUs in the decrease in student numbers, especially in Europe and North America. With the closing down of campuses due to Covid-19, this growing movement was noticeably accelerated. As higher education prepares for the new normal, how may the European OU remain socially relevant and competitive? Are they still indispensable for assuring quality education opportunities for all, as a growing number of critics question? In this paper we analyse the impact of the pandemic on European OU, discuss possible strategies to meet the challenges of a rapidly transforming higher education landscape, and identify potential trends and models for future development.

Towards a resilient strategy for technology‐enhanced learning

2011 ◽  
Vol 28 (4) ◽  
pp. 234-249 ◽  
Author(s):  
Richard Hall
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Shared Values ◽  
Technology Enhanced Learning ◽  
Peak Oil ◽  
Content Type ◽  
Use Of Technology ◽  
Strategic Implementation ◽  
The Impact ◽  
Enhanced Learning

PurposeThis paper sets out to argue that the strategic implementation of technology is implicated in a range of crises or socio‐economic disruptions, like peak oil, climate change and the rising environmental costs of energy consumption. It aims to argue that institutional technological implementation is contested, complex and should not be treated deterministically, but that technologists might usefully consider the impact of these disruptions on their practices. The paper seeks to amplify how a focus on resilience, rather than marketised outcomes, can enable higher education to use technology to overcome or adapt to disruption and crises.Design/methodology/approachThe paper is a critique. A conceptual analysis of the place of current research into the use of technology‐enhanced learning in higher education is critiqued in light of peak oil and climate change, in order to align strategic developments with disruptions and potential responses. The strategic response of one institution is outlined as a programme‐of‐work, and is related to a second university's approach.FindingsThe paper highlights five areas that require strategic responses to the use of technology in and for HE. These are: the place of TEL in the idea of the University; complexity in the use of technology, linked to shared values; adapting to disruption; institutional planning; and competing priorities for the use of technology.Originality/valueThe paper highlights the educational connections that are made between the politics of technology, shared values and socio‐environmental disruption. It also analyses a programme of work that is designed to engage with and adapt to disruption.

Computer Mediated Communication and Multimodal Instruction in Higher Education

2011 ◽  
pp. 128-145
Author(s):  
J. Patrick Williams ◽  
Hsin-Liang Chen
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
Technology Enhanced Learning ◽  
Learning Spaces ◽  
Mediated Communication ◽  
Seamless Integration ◽  
Positive Effects ◽  
Computer Mediated ◽  
The Impact ◽  
Enhanced Learning

This chapter examines the impact of multimodal, computer-mediated communication strategies on instruction in higher education. Colleges and universities have realized positive effects of using computer- mediated communication in instruction, but these effects are often accompanied by unintended, unexpected, and surprising changes to instructional practices, course dynamics, and student outcomes. With the introduction of computer-mediated communication in the instructional setting, the array of roles and expectations increases substantially. This chapter outlines the use of ICTs in “blended” and fully-online learning spaces and highlights some of our observations gained in teaching and performing research in an online course. Researchers should focus on investigating the roles, expectations, and interactions that accompany these changes and work to support the evolving needs of all constituents of technology-enhanced learning spaces. We believe it is important that, as researchers, we investigate ways in which accessibility, flexibility, and seamless integration of ICTs, user experience, and pedagogy can be maximized.

Technology-Enhanced Learning (TEL) in Higher Education

2019 ◽  
pp. 12-24
Author(s):  
Linda Daniela ◽  
Raimonds Strods ◽  
Daiga Kalniņa
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Technology Enhanced Learning ◽  
One Year ◽  
The One ◽  
Impact Of Technology ◽  
The Impact ◽  
Enhanced Learning

As technologies become more exciting, interactive, and reachable, various technological solutions are used in higher education. On the one hand, there is the conviction that technologies are indispensable, both for improving learning and for making learning process more effective, both in terms of learning outcomes and in terms of costs. Additionally, technology and technological solutions can provide sustainability of knowledge because students develop the competences that they will need in their future professional work. This chapter summarises the systematic literature review (SLR) carried out by the authors in analysing research that has been done on the impact of technology-enhanced learning on learning outcomes in order to understand what emerging research has been done, as the authors published a similar study one year ago. The SLR was conducted for the period of 2010 to 2018 by selecting peer-reviewed articles on specified terms. The selected articles were then analysed following sub-purposes. The descriptive analysis method was adopted for the data analysis.

scholarly journals Development and Validation of Technology Enhanced Learning Framework Driven by Flipped Methodology Learning Environment

2019 ◽  
Vol 38 (3) ◽  
pp. 667-686
Author(s):  
Kifayat Ullah ◽  
Syed Tasweer Hussain Shah ◽  
Syed Muhammad Ali ◽  
Alveena Khan
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Learning Strategy ◽  
Technology Enhanced Learning ◽  
Learning Approach ◽  
Flipped Learning ◽  
Effective Learning ◽  
Response System ◽  
The Impact ◽  
Enhanced Learning

Technology has contributed in every aspect of society. Academics is not an exception. The management of educational technology has come up with exceptional results in the new paradigm of learning environment. In recent years, flipped learning approach has gained much popularity and has been more widely accepted and adopted as a driving force for enabling active learning. This paper defines the formulation of novel framework, inspired by flipped learning approach, leading to effective learning environment. It also describes a novel extension of student-centered learning by integrating educational technology, technology enhanced learning strategy, student questions generation and instant response system into the higher education. It also examines the impact of this extension on student learning engagement, motivation, attitude, and calculating the impact of acceptance for unconventional education on the overall system. The result indicated that effective learning environment has a significant positive effect on learning motivation and engagement. The result showed that the constructs of education technology, technology enhanced learning strategy, students question generation and instance response system in the presence of “impact of acceptance for unconventional education” has an effect on formulating effective learning environment. Research recommendations are given on the basis of results of the study.

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

scholarly journals Facilitation strategies for enhancing the learning and engagement of online students

2020 ◽  
Vol 17 (3) ◽  
pp. 101-118
Author(s):  
Tracey Muir ◽  
◽  
Tracy Douglas ◽  
Allison Trimble ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Community ◽  
Online Students ◽  
Tertiary Sector ◽  
Online Instructors ◽  
Active Involvement ◽  
Wide Range ◽  
Instructor Presence ◽  
The Impact

The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.

ICT and Web 2.0 Technologies as a Determinant of Business Performance

2013 ◽  
pp. 243-268
Author(s):  
Tanja Arh ◽  
Vlado Dimovski ◽  
Borka Jerman Blažic
Keyword(s):  
Organizational Learning ◽  
Web 2.0 ◽  
Business Performance ◽  
Structural Model ◽  
Technology Enhanced Learning ◽  
Strong Impact ◽  
Web 2.0 Technologies ◽  
Impact Of Technology ◽  
The Impact ◽  
Enhanced Learning

This chapter aims at presenting the results of an empirical study, linking the fields of technology-enhanced learning (TEL), Web 2.0 technologies and organizational learning, and their impact on the financial and non-financial business performance. The chapter focuses on the presentation of the conceptualization of a structural model that was developed to test the impact of technology-enhanced learning and Web 2.0 technologies on the organizational learning and business performance of companies with more than 50 employees. The paper provides detailed definitions of technology-enhanced learning, Web 2.0 technologies and technical terms related to it, its scope and the process of organisational learning, as well as a method for business performance assessment. Special attention is given to the findings related to the observed correlations between the aforementioned constructs. The results of the study indicate a strong impact of ICT and technology-enhanced learning on organizational learning and the non-financial business performance.

Informational Competencies Entrepreneurship and Integral Values in Higher Education

2018 ◽  
pp. 541-562
Author(s):  
José Manuel Saiz-Alvarez ◽  
Edgar Muñiz-Ávila ◽  
Delia Lizette Huezo-Ponce
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Distance Education ◽  
Developing Countries ◽  
Emotional Intelligence ◽  
Online Education ◽  
Educational Processes ◽  
Postgraduate Studies ◽  
Business Behavior ◽  
The Impact

Universities play a key role in modern societies inserted into a globalized economic world. This chapter studies how informational competencies, entrepreneurship, and integral values in higher education are necessary to foster economic growth and fight corruption. The authors especially are focused on distance education as it can be a tool to fight poverty by diminishing high illiteracy rates, mainly existing in developing countries. The purpose of the chapter is two-fold: 1) to study the impact of informational competencies in both education and entrepreneurship, and 2) to emphasize the importance of acquiring integral values by learners to be applied into educational processes based on emotional intelligence. As a result, students will be defined as prospective entrepreneurs endowed with the ability to recognize, internalize and understand emotions to be adjusted into relations and business behavior to impulse their goals. And in this sense, online education has an important role to play, especially in postgraduate studies, as in the case of MOOCs that are also analyzed.

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