Economic Impact of Information and Communication Technology in Higher Education

2015 ◽  
pp. 773-785
Author(s):  
Carol A. Brown
Keyword(s):  
Online Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Digital Information ◽  
Faculty Concerns ◽  
Information And Communication ◽  
Expanding Population ◽  
Cloud Servers ◽  
Developed Nations ◽  
The University

Developed nations are experiencing economic growth through the advantages associated with Information and Communication Technologies (ICT). Digital resources along with Massive Open Online Courses provide educational opportunities to an ever-expanding population of students. Some areas, however, lack Internet connectivity and are unable to take advantage of ICTs needed to support the demands of global economies. Cloud computing is growing in usefulness as universities are able to work with remote applications and store data on cloud servers. Along with the ubiquitous Web and ICT resources, there is also the risk of too much information, which can negatively impact job performance and satisfaction. Even with reports of faculty concerns in disproportionate amount time needed to offer online courses, the university is experiencing growth in online education, extended opportunities for global education, and a challenge to manage an incessant flow of digital information.

Economic Impact of Information and Communication Technology in Higher Education

2014 ◽  
pp. 262-274 ◽  
Author(s):  
Carol A. Brown
Keyword(s):  
Online Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Digital Information ◽  
Faculty Concerns ◽  
Information And Communication ◽  
Expanding Population ◽  
Cloud Servers ◽  
Developed Nations ◽  
The University

Developed nations are experiencing economic growth through the advantages associated with Information and Communication Technologies (ICT). Digital resources along with Massive Open Online Courses provide educational opportunities to an ever-expanding population of students. Some areas, however, lack Internet connectivity and are unable to take advantage of ICTs needed to support the demands of global economies. Cloud computing is growing in usefulness as universities are able to work with remote applications and store data on cloud servers. Along with the ubiquitous Web and ICT resources, there is also the risk of too much information, which can negatively impact job performance and satisfaction. Even with reports of faculty concerns in disproportionate amount time needed to offer online courses, the university is experiencing growth in online education, extended opportunities for global education, and a challenge to manage an incessant flow of digital information.

scholarly journals Athabasca University: Conversion from Traditional Distance Education to Online Courses, Programs and Services

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Alan Davis
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Online Delivery ◽  
Online Distance Education ◽  
Information And Communication ◽  
Online Distance ◽  
Undergraduate Programs ◽  
The University

In its 30 years of operation, Athabasca University has witnessed the full impact of the growth of online distance education. Its conversion from mixed media course production and telephone/mail tutoring to a variety of electronic information and communication technologies has been heterogeneous across disciplines and programs. Undergraduate programs in business, computing, and some social science programs have largely led the conversion, and all graduate programs have, since their inception, employed various features of online delivery. The parallel conversion of student services has been equally important to the effectiveness of these processes. The implications of this approach for the quality of offerings, support systems, costing, and the primary mandate of the University (which is to remove barriers, not create them) are discussed.

scholarly journals Analysis of the MOOC Capabilities for Student Training in the Humanities

2021 ◽  
Vol 16 (22) ◽  
pp. 113-128
Author(s):  
Sergii Sharov ◽  
Oksana Filatova ◽  
Valentyna Biliatska ◽  
Nadia Yankova
Keyword(s):  
Quantitative Analysis ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Personal Development ◽  
English Language ◽  
Online Courses ◽  
Active Teaching ◽  
Information And Communication ◽  
Student Training ◽  
Effectiveness Of Training

The article provides a quantitative analysis of the online courses which can be used for student training in the humanities. It is noted that the development of in-formation society influenced the ways of educational activities organization, the process of obtaining new knowledge and competency formation. Under the con-ditions when online education, blended and distance learning are considerably relevant, massive open online courses are an effective tool for learning and self-development. It was found that training in the humanities plays an important role in personal development of the future specialist. It involves the development of social competence, communication culture, leadership skills, as well as skills of conflict avoidance, teamwork, etc. The effectiveness of training in the humanities is influenced by active teaching methods, interactive technologies, and various means of information and communication technologies. The authors analyzed both the English-language (Coursera, Udemy, Edx) and Ukrainian-language (Prometheus, EdEra, OUM) online platforms. The article provides a quantitative analysis of online courses according to various directions in the humanities on each of the platforms. As of October 2021, we identified 4,769 free and fee-paying courses. The largest number of online courses for training in the humani-ties is presented on the Udemy platform (4,295 courses), the smallest number – on all Ukrainian-language platforms together (45 courses).

scholarly journals The Factors that Influence Adoption of ICTs by Recent Refugee Immigrants to New Zealand

10.28945/2971 ◽  
2006 ◽  
Author(s):  
Eltahir Kabbar ◽  
Barbara Crump
Keyword(s):  
New Zealand ◽  
Information And Communication Technologies ◽  
Information Age ◽  
Communication Technologies ◽  
Capital City ◽  
Digital Information ◽  
Digital Environment ◽  
Information And Communication ◽  
Developed Nations ◽  
Inclusive Society

Research indicates that to effectively participate in today’s global digital information age, Information and Communication Technologies (ICTs) familiarity is essential for individuals and communities. There is concern, especially amongst developed nations that advances in, and the rapid growth of, ICTs has the possibility of creating a new form of inequality among individuals. The New Zealand government recognises the potential for some sections of society to be alienated from the new digital environment and has made a commitment to creating an inclusive society where all individuals have the opportunity to access and effectively use ICTs. This paper presents results from a qualitative study with the goal of identifying the factors that influence ICTs’ adoption by recently arrived immigrants from developing countries, the majority of whom are refugees, and who had settled in Wellington, New Zealand’s capital city.

scholarly journals O uso de tecnologias digitais no ensino de cálculo na UFPel: Uma análise acerca das iniciativas do projeto GAMA

2021 ◽  
Vol 43 ◽  
pp. e33
Author(s):  
Cícero Nachtigall ◽  
Henrique David Campelo ◽  
Pierre Teixeira Da Silva ◽  
Rejane Pergher
Keyword(s):  
Information And Communication Technologies ◽  
Support Group ◽  
Communication Technologies ◽  
Digital Information ◽  
Virtual Spaces ◽  
Support Resources ◽  
Information And Communication ◽  
University Level ◽  
Teaching Learning ◽  
The University

This paper sought to address the use of technologies aimed at enhancing mathematical learning at the university level. We sought to identify impacts of the GAMA project initiatives: Mathematics Support Group of the Federal University of Pelotas - UFPel that use Digital Information and Communication Technologies (TDIC) to create and make available audiovisual support resources and collaborative virtual spaces. The first part of this study reports the project experience in the production of pedagogical videos. Among other aspects, a presentation was made of the process of elaboration and availability of the videos in the referred channel, as well as their use in GAMA activities. The second part of the work reported on the project experience with the WhatsApp groups, which were created with the goal of providing collaborative virtual spaces. In particular, we present the result of an investigation that analyzed the content of 3,647 messages posted by students, scholars and teachers in the two existing groups. The research results allow us to conclude that the resources recently added to GAMA activities represented important alternatives to enhance the teaching / learning process in mathematics, resizing and resignifying the space traditionally assigned to the classroom.

GO THE DISTANCE OR KEEP YOUR DISTANCE? CHALLENGES FOR THE EMERGENCY REMOTE EDUCATION IN A BRAZILIAN STATE UNIVERSITY

2020 ◽  
Author(s):  
Maira Avelar ◽  
Felipe Watarai
Keyword(s):  
Information And Communication Technologies ◽  
Full Time ◽  
Digital Information ◽  
State University ◽  
Ministry Of Education ◽  
Digital Inclusion ◽  
Remote Education ◽  
Low Profile ◽  
Information And Communication ◽  
The University

In this paper, we discuss the impacts of the pandemic generated by COVID-19 on Brazilian Higher Education, specifically at a State University of Bahia, Brazil. To do so, we present a brief contextualization of the progress of the pandemic in Brazil, in the state of Bahia and in the region where the University is located. We also present the laws and regulations elaborated by different governmental bodies, especially the Ministry of Education, for the continuation of classes, in face-to-face undergraduate courses, by remote means. Despite the initial emphasis of these regulations on the use of Digital Information and Communication Technologies, later there was a flexibility regarding the means for offering the remote classes. As for the case of the University discussed here, the continuation of undergraduate courses’ classes interrupted by the pandemic, via the Emergency Remote Education, was approved on July 9th. We focus specifically on the outline of the student digital inclusion program, which provides scholarships for the acquisition of equipment, internet services and transportation. The results show that the resources allocated to this plan are insufficient, given the socioeconomic low-profile of the students. In addition, many of them live in locations with insufficient or no internet available, as well as are working and/or taking care of people full-time during the pandemic. Thus, the guarantee of access of students to the Emergency Remote Education, as well as the quality of this Education, may not be ensured through this plan.

scholarly journals Information and Communication Technologies Concerning the Online Education Course “Islam: History, Culture, Practice”

2020 ◽  
Vol 16 (2) ◽  
pp. 205-218
Author(s):  
A. I. Matochkina ◽  
D. V. Ulanova
Keyword(s):  
Online Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Educational Process ◽  
State University ◽  
Wide Audience ◽  
Information And Communication ◽  
E Learning ◽  
Russian Education

The article discusses the use of information and communication technologies in the training of specialists with in-depth knowledge of the history and culture of Islam at the Faculty of Asian and African Studies of St. Petersburg State University using the example of the online course “Islam: history, culture, practice”. It is used both by students to consolidate and deepen their knowledge in the framework of the educational process, and by a wide audience to get acquainted with the basics of Islam and understand the peculiarities of the existence of this religion. In addition, the article touches on the prospects of using massive open online courses in the Russian education system, since distance and e-learning are gradually becoming an addition to traditional forms of teaching. The active production of online courses allows to talk about their use in order to increase the competence of the student, modernize the educational process, popularizing scientific knowledge and increasing the target audience.

scholarly journals The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

2021 ◽  
Vol 13 (11) ◽  
pp. 6363
Author(s):  
Johanna Andrea Espinosa-Navarro ◽  
Manuel Vaquero-Abellán ◽  
Alberto-Jesús Perea-Moreno ◽  
Gerardo Pedrós-Pérez ◽  
Pilar Aparicio-Martínez ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Teaching ◽  
Communication Technologies ◽  
University Teachers ◽  
Qualitative Survey ◽  
Information And Communication ◽  
Older Teachers ◽  
Teachers Perspectives ◽  
The University

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

scholarly journals ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 Pandemic

2021 ◽  
Vol 13 (4) ◽  
pp. 1711
Author(s):  
Maja Batez
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Online Communication ◽  
Communication Technologies ◽  
Ict Skills ◽  
Information And Communication ◽  
Use Of The Internet ◽  
Novi Sad ◽  
Important Basis

Background: (1) The COVID-19 pandemic has generated significant changes in teaching methods around the world, and the ideal of online education has become a reality. (2) Methods: A questionnaire was modified for this study in order to determine the following levels of Information and Communication Technologies (ICT) skills: file creation, file management, the use of emails, the use of the internet, and online communication. In total, 360 students from the Faculty of Sports and Physical Education (FSPE), University of Novi Sad, participated in the study. (3) Results: The results show that there are differences between the estimated level of ICT skills and the ICT skills used in online education, such that students estimate their level of ICT skills as being higher than is necessary for online education (p < 0.05). There is also a correlation between the satisfaction with online education and ICT skills, showing that students with higher ICT knowledge are more satisfied with online education (p < 0.05). There is another correlation between the satisfaction with online education and the frequency of ICT use—the more ICTs are included, the more satisfied the students will be (p < 0.05). (4) Conclusions: The results of this study can serve as a recommendation for the implementation of FSPE students’ training in ICT skills, as well as an important basis for the systematic creation, improvement, and sustainability of online education in universities.

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