Teamwork and Project Experiences in Multicultural Environments for Computing Students

2013 ◽  
pp. 176-188
Author(s):  
Luis Fernández-Sanz
Keyword(s):  
Higher Education ◽  
Multicultural Education ◽  
Learning Environments ◽  
Group Performance ◽  
Cultural Background ◽  
Positive Effects ◽  
Use Of Technology ◽  
E Learning ◽  
General Data

This chapter presents several multicultural education experiences in Higher Education devoted to computing education and developed under IP and other international specific sessions where students’ teamwork is analyzed while developing a case study and was supported by the use of technology. This enables a reasonable management of workshop data to allow auto-evaluation as well as a joint discussion of the benefits of the work. The collaborative and e-learning environments also covered the support of work before attendance during the intensive weeks. The chapter presents results of the analysis of behavior of students showing the influence of gender and cultural background in individual and group performance. In general, data and information from 6 editions (Amsterdam, 2005; Sundsval, 2006; Copenhagen, 2007; Spain, 2008; Michigan, 2009; Espoo, 2010) are included and show how these experiences have positive effects on students’ perception of teamwork and collaboration in multicultural environments.

scholarly journals Social Media and Learning Environments: Shifting Perspectives on the Locus of Control

in education ◽  
2013 ◽  
Vol 15 (2) ◽  
Author(s):  
Ellen S. Hoffman
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Web 2.0 ◽  
Learning Environments ◽  
Major Influence ◽  
Environment Design ◽  
The Past ◽  
Learning Environment Design ◽  
E Learning

In the past, centralised technology departments had major influence over the choices of learning applications in higher education. With the emergence of freely available Web 2.0 and open-access tools, instructors and designers have been given greater ability to customize e-learning. This paper examines the historical roots of the impacts of authority from centralised technology units to an emerging user-centric control over learning environment design in higher education. A case study is used to illustrate the potentials and pitfalls in this more decentralised configuration for both learning and organization.Keywords: learning applications; higher education; Web 2.0; e-learning; open-access tools

The Student Perspective

2012 ◽  
pp. 914-931
Author(s):  
Eileen O’Donnell
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
End Users ◽  
Student Perspective ◽  
Ample Evidence ◽  
Business Information Systems ◽  
Pedagogical Design ◽  
Use Of Technology ◽  
E Learning ◽  
Learning Platforms

This chapter explores students’ perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the capability to transform learning. The author’s discipline is Information Technology and Business Information Systems; from experience and case studies there is ample evidence to suggest that the use of technology does not always necessarily meet user requirements. Students are the end users of the technologies that educators use to enhance students’ learning experiences. This chapter was undertaken to obtain students’ perspectives (as the end users) on the uses of technologies in higher education to assist educators in improving the pedagogical design of their e-learning platforms. The responses received from students clearly indicate they are of the opinion that the use of technologies in higher education beneficially transforms learning but will never replace lecturers. In essence, the benefits that can be achieved through the use of technologies are totally dependent on the ways they are employed pedagogically by lecturers.

The Student Perspective

2010 ◽  
pp. 262-279 ◽  
Author(s):  
Eileen O’Donnell
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
End Users ◽  
Student Perspective ◽  
Ample Evidence ◽  
Business Information Systems ◽  
Pedagogical Design ◽  
Use Of Technology ◽  
E Learning ◽  
Learning Platforms

This chapter explores students’ perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the capability to transform learning. The author’s discipline is Information Technology and Business Information Systems; from experience and case studies there is ample evidence to suggest that the use of technology does not always necessarily meet user requirements. Students are the end users of the technologies that educators use to enhance students’ learning experiences. This chapter was undertaken to obtain students’ perspectives (as the end users) on the uses of technologies in higher education to assist educators in improving the pedagogical design of their e-learning platforms. The responses received from students clearly indicate they are of the opinion that the use of technologies in higher education beneficially transforms learning but will never replace lecturers. In essence, the benefits that can be achieved through the use of technologies are totally dependent on the ways they are employed pedagogically by lecturers.

Students' Attitudes towards the Use of a Virtual Learning Environment with the Presence of Advertisements: Pilot Study

2021 ◽  
Vol 9 (2) ◽  
pp. 165-173
Author(s):  
MB Mutheiwana ◽  
KL Sharp ◽  
M Motale
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
South African ◽  
Learning Environments ◽  
Research Study ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Measuring Instrument ◽  
E Learning ◽  
Students Attitudes

Objective - As Higher Education Institutions (HEIs) begin to investigate how they can increase revenue and decrease costs, the Virtual Learning Environments (VLEs) already implemented in most HEIs may be the solution. The opportunity for including advertisements on a VLE allows HEIs to minimise the significant financial implications associated with the development and use of a VLE, without reducing the value of the service provided. While incorporating advertisements onto VLEs makes sense financially, there is limited knowledge on how students will respond to the presence of advertisements on VLEs. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of a measuring instrument being employed to investigate students' attitudes towards the use of a VLE with the presence of advertisements at a South African university of technology. Methodology/Technique - A measuring instrument, including constructs of self-efficacy, technology experience, perceived ease of use, perceived usefulness, satisfaction, pre advert presence and post advert presence on a selected VLE was employed in this research study. A six-point Likert scale, ranging from 1= strongly disagree to 6= strongly agree was used to avoid the utilisation of a seventh scale item of neither agree nor disagree. After the initial pre-testing of the questionnaire, carried out to verify face and content validity, was completed, a non-probability, convenience, judgement sample of 50 students from a South African public higher education institution situated in the Gauteng province was taken. The gathered pilot data was analysed using the Statistical Package for Social Science (SPSS), Version 25.0. Findings - The findings indicate that the measuring instrument was deemed legitimate and reliable with regards to investigating students' attitudes towards the use of a VLE with the presence of advertisements. Novelty - Only one previous study has been conducted with regards to evaluating students' attitudes towards advertising on HEI VLEs, which was conducted in the UK. In addition, other studies closely related are concerned with students' attitudes towards e-learning and do not evaluate students' attitudes towards the use of a VLE with the presence of advertisements. Attitudes contribute to understanding the perceptions of students towards a VLE. Consequently, if HEIs are to incorporate advertisements on the VLEs used within HEIs, then evaluating the attitudes of the students enrolled at these HEIs, towards the use of a VLE with the presence of advertisements, is paramount. Type of Paper - Empirical. Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa. JEL Classification: I22, I23, M30, M31, M37 URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol9.2_6.html DOI: https://doi.org/10.35609/gjbssr.2021.9.2(6) Pages 165 – 173

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