scholarly journals Perceptions of ImmerseMe Virtual Reality Platform to Improve English Communicative Skills in Higher Education

2020 ◽  
Vol 14 (07) ◽  
pp. 4
Author(s):  
Juan Habib Bendeck Soto ◽  
Diana Carolina Toro Ocampo ◽  
Lued Del Carmen Beltrán Colon ◽  
Alejandro Valencia Oropesa
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Native Speakers ◽  
Private University ◽  
Communicative Skills ◽  
Thematic Units ◽  
Teachers And Students ◽  
Innovative Tool ◽  
The Cost ◽  
The Impact

The main objective of this project was to evaluate the impact of the application of the virtual reality platform ImmerseMe as an empowering and innovative tool for learning English in a private university, as well as evaluating its possible future implementation in a private university in Medellín. It was applied in speaking activities to measure and evaluate the level of speaking of students from levels 1 to 3, as a pilot test for the use of immersive virtual reality within the thematic units currently designed from the department of foreign languages and cultures. The findings of the study showed that an immersive VR platform like this one is ideal to enhance the different skills of English as a foreign language (EFL) from an immersive focus considering different contexts and thinking of the development of communicative skills and interaction with native speakers in higher education. The recommendations given are for teachers and students’ participation and motivation for its implementation contemplating the cost and the multiple advantages of immersing students in a second language virtual environment.

The Role of Financing Higher Education in Nigerian Universities in Achieving Sustainable Development

2021 ◽  
Vol 4 (4) ◽  
pp. 551-578
Author(s):  
Samir Mohamad Hassan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Private University ◽  
Accurate Information ◽  
Community Initiatives ◽  
Higher Education Financing ◽  
The University ◽  
Financing Higher Education ◽  
The Impact

The current study aims to identify the role of financing higher education in Nigerian universities in the state of Kano and its impact on sustainable development. The study problem lies in the low funding of higher education in Nigerian universities, which will negatively affect the sustainability of higher education and sustainable development. The importance of the study is highlighted by highlighting the importance of financing higher education in Nigerian universities and the sources of obtaining this funding as one of the most important factors through which students can complete their studies. The study followed the qualitative approach with the aim of obtaining more accurate information about traditional higher education financing sources and its impact on the sustainability of education and achieving sustainable development. The study population reached the number of three Nigerian universities, which are a governmental, federal and private university, to learn about the impact of financing higher education in Nigerian universities on sustainable development. The sample of the study was about three out of five of those responsible for financing higher education in Nigerian universities. Also, the study followed unstructured or open interviews in order to obtain more information about financing higher education and whether or not it is suitable for the idea of a monetary endowment. The results of the study showed that the sources of financing for higher education in traditional Nigerian universities are varied, including what can be obtained through the endowment and donations fund that can be made through community initiatives, and the results of the study also indicated that the idea of a monetary endowment faces great challenges in its application, so the idea is subject to acceptance and rejection. According to the nature of the university and the nature of the subjects taught. The study recommended the necessity of expanding the study of the impact of financing higher education in Nigerian universities by expanding the scope of study to include all Nigerian states.

Socio-Economic Aspects of Digital Transformation of Higher Education

2021 ◽  
Vol 26 (11) ◽  
pp. 1258-1262
Author(s):  
V. Ya. Dmitriev
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Systems Approach ◽  
Digital Technologies ◽  
Economic Aspects ◽  
New Paradigm ◽  
Digital Inequality ◽  
Teachers And Students ◽  
Theoretical Generalization ◽  
Higher Education Transformation

Aim. The presented study aims to assess the socio-economic aspects of higher education transformation based on the widespread use of digital technologies.Tasks. The author describes the essence of digital inequality (digital divide), determines the place and role of teachers and students in the transformation of education driven by digital technologies, and highlights the specific features of virtual reality.Methods. This study uses the methods of the systems approach, comparative and structural analysis, analytical and theoretical generalization.Results. The author outlines the concept of a new paradigm of education based on the widespread use of digital technologies and transformed roles of teachers and students.Conclusions. Digitalization of education has made it possible to form an individual educational trajectory based on different forms of presentation of educational content and its communication from the teacher to the student, including using such technologies as virtual reality and artificial intelligence.

scholarly journals A review of virtual reality videogames for job-training applications

2019 ◽  
Vol 24 (1) ◽  
pp. 64-70
Author(s):  
Cristian Adarve Gómez ◽  
Dily Alexandra Castillo Carvajal ◽  
Erika Juliett Restrepo Zapata ◽  
Hernán Villar-Vega
Keyword(s):  
Virtual Reality ◽  
Information And Communication Technologies ◽  
Socioeconomic Development ◽  
Business Services ◽  
Theoretical Concepts ◽  
Success Stories ◽  
Wide Range ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Impact

Information and Communication Technologies (ICT) are considered as crucial elements in educational processes, as they constitute relevant and necessary tools in the search for higher levels of socioeconomic development. In this context, ICTs have raised the challenge of finding pedagogical models that maximize their impact on teachers and students. The Business Services and Management Center of the SENA Regional Antioquia has a wide range of technical training programs, for a rapid immersion into the labor market, which implies the use of training technologies to ease the understanding of theoretical concepts and the practice of technical procedures. In addition, these programs require the development of skills allowing their students to perform correctly in the workplace. Considering the above, videogames arise as an alternative tool for training operations. This article presents a review of training tools based on virtual reality, focusing mainly on the design of the game elements and their dynamics, which can contribute to magnify user experiences. Moreover, we present some projects showing success stories in the learning process and discussing the impact of the elements and game mechanics.

scholarly journals How Do Marital Status And Gender Affect The PRR To A University Degree In Australia?

2011 ◽  
Vol 4 (7) ◽  
pp. 19
Author(s):  
Sarah Wright
Keyword(s):  
Higher Education ◽  
Marital Status ◽  
Rate Of Return ◽  
Income Data ◽  
And Gender ◽  
The Cost ◽  
University Degree ◽  
The Impact ◽  
Private Rate ◽  
Housing Survey

While Australian evidence suggests that the Private Rate of Return (PRR) to a university degree in Australia has gradually declined with increases in the cost of higher education, these studies have only measured the PRR for the average male and average female. This paper uses income data from the ABS Income and Housing Survey (2003-04) CURF to measure the impact of the 2005 increase in HECS fees on the PRR based on gender and marital status. This paper shows that the return to a university degree is largely affected by both gender and marital status and studies that measure the PRR to a university degree for single males and single females with no dependent children underestimate the PRR for most male graduates and overestimate the PRR of female graduates.

scholarly journals Resource requirements and costs of developing and delivering MOOCs

2014 ◽  
Vol 15 (5) ◽  
Author(s):  
Fiona M. Hollands ◽  
Devayani Tirthali
Keyword(s):  
Higher Education ◽  
Cost Effectiveness ◽  
Online Courses ◽  
Cost Effective ◽  
Cost Information ◽  
Resource Requirements ◽  
Education Delivery ◽  
The Cost ◽  
Available Information ◽  
The Impact

<p>Given the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern about the impact of MOOCs on educational outcomes, but also systematic efforts to document the resources expended on their development and delivery. However, there is little publicly available information on MOOC costs that is based on rigorous analysis. In this article, we first address what institutional resources are required for the development and delivery of MOOCs, based on interviews conducted with 83 administrators, faculty members, researchers, and other actors in the MOOCspace. Subsequently, we use the ingredients method to present cost analyses of MOOC production and delivery at four institutions. We find costs ranging from $38,980 to $325,330 per MOOC, and costs per completer of $74-$272, substantially lower than costs per completer of regular online courses, by merit of scalability. Based on this metric, MOOCs appear more cost-effective than online courses, but we recommend judging MOOCs by impact on learning and caution that they may only be cost-effective for the most self-motivated learners. By demonstrating the methods of cost analysis as applied to MOOCs, we hope that future assessments of the value of MOOCs will combine both cost information and effectiveness data to yield cost-effectiveness ratios that can be compared with the cost-effectiveness of alternative modes of education delivery. Such information will help decision-makers in higher education make rational decisions regarding the most productive use of limited educational resources, to the benefit of both learners and taxpayers.</p>

scholarly journals Smart Learning Technologization in the Economy 5.0—The Polish Perspective

2021 ◽  
Vol 11 (11) ◽  
pp. 5261
Author(s):  
Łukasz Sułkowski ◽  
Katarzyna Kolasińska-Morawska ◽  
Robert Seliga ◽  
Paweł Morawski
Keyword(s):  
Higher Education ◽  
Exploratory Research ◽  
Secondary Sources ◽  
Smart Learning ◽  
Teachers And Students ◽  
The Subject ◽  
Training Institutions ◽  
Impact Of Technology ◽  
The Impact

Contemporary higher education is gradually transforming. Meetings of teachers and students from lecture halls are increasingly moving into the digital space of the Internet, adopting the formula of distance learning. The advent of Society 5.0 and Economy 5.0 will imply further changes. The necessity to integrate the real and virtual world, increased demand for information, limited time resources, and the need to combine professional work with education will cause higher education, in order to prepare future citizens to function in the area of sharing resources, to be forced to further adaptive transformations. The subject of this article is the analysis of the impact of technology on changes in higher education with an indication of the model of future paths of education in the Economy 5.0 trend. The source of the article was exploratory research of secondary sources, including books, articles, and reports, which were subjected to a critical analysis of the content. The obtained results made it possible to design and implement an explanatory study among students based on the CAWI methodology. The collected material became the basis for the authors to prepare a proposal for a model of future educational paths in accordance with the Economy 5.0 trend in which the flexibility of place and time, customization of the offer, cooperation, adaptability of teaching methods and instruments, and the proactive role of the teacher as a mentor and trainer constitute a set of set guidelines in the teaching model of the future. This model will be able to be used by universities and training institutions in the field of professionalization of the management of teaching and organizational processes.

scholarly journals Motivation matters: predicting students’ career decidedness and intention to drop out after the first year in higher education

2021 ◽  
Author(s):  
Carina Bargmann ◽  
Lisa Thiele ◽  
Simone Kauffeld
Keyword(s):  
Higher Education ◽  
Drop Out ◽  
First Year ◽  
Career Decidedness ◽  
Cost Component ◽  
Expectancy Value ◽  
Student Dropout ◽  
The Cost ◽  
Value Model ◽  
The Impact

AbstractHigher education institutions are striving to lower student dropout rates to increase the number of academically qualified persons in the labour market and decrease misguided investment. Researchers generally acknowledge that students who are firmly decided on their studies tend to drop out of their studies less frequently. Building on the extended expectancy-value model via the cost component, this longitudinal study investigates changes in and the impact of students’ motivation on career decidedness and intention to drop out. We analysed data from 351 first-year university students aiming to become teachers across three measurement points, finding that the task effort of students and, to a lesser degree, their interest value was related to career decidedness and, indirectly, to the intention to drop out after the first year in higher education. Moreover, the results revealed that these students’ ability beliefs increased and interest value decreased from the beginning to the end of the first year at higher education. Accordingly, we discuss the theoretical and practical implications taken from these findings.

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