Developing On-Campus and Distance Learning Systems in Higher Education

2019 ◽  
pp. 91-106
Author(s):  
Vimbi Petrus Mahlangu
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Structuration Theory ◽  
Learning Systems ◽  
University Education ◽  
Digital Resources ◽  
Use Of Technology ◽  
Challenges And Opportunities

The purpose of this chapter is to argue that developing on-campus and distance learning systems in higher education will depend largely on developments in mobile technology. Structuration theory will be used in understanding on-campus and distance learning systems in higher education. It can assist institutions to consider questions of why the use of technology must not be taken for granted and what might be the challenges and opportunities of technology. Developments in mobile technology are widening the space of learning in on-campus and distance learning systems in higher education by allowing flexible and instant access to rich digital resources. Mobile learning can also play a significant supplemental role within university education. Challenges facing on-campus and distance learning systems is meeting the ever increasing and diversified demands for higher education. Universities, which adopt on-campus, distance learning systems, and become dual-mode institutions, consider the mode to be one of the strategies through which they can achieve increased enrolments.

Psychological Readiness for Mobile Learning Among Maldivian Students at Higher Education Institutions

2021 ◽  
Vol 9 (3) ◽  
pp. 224-232
Author(s):  
Fathimath Mumthaz
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Paradigm Shift ◽  
Higher Education Institutions ◽  
Mode Of Delivery ◽  
Jel Classification ◽  
Educational Opportunities ◽  
Distance Learners ◽  
Readiness To Adopt

Objective - Mobile learning had widely impacted higher education, providing technology enabled educational opportunities to the mobile-first learners of the millennium, anytime, anywhere. The adoption of mobile technology rapidly increased among higher education institutions of Maldives, changing the psychological perception of distance learners who were located in different atolls of the country. Methodology/Technique - This paper was developed to explore psychological readiness of institutional distance learning students to adopt mobile learning in Maldives. Using quantitative approach, the research was conducted among the distance learners from three key higher education institutions of Maldives. Contributing to the e- questionnaire, three hundred and forty-three (n=340) students expressed their psychological readiness to adopt mobile learning in Maldives. Data collected using mobile technology was analysed using the analysis summary retrieved from Google forms and SPSS. Finding - The analysis revealed that majority of the students of Maldives higher education institutions were acquainted and psychologically ready to adopt mobile learning as a convenient mode of delivery. Novelty - Thereby, it can be said that students were willing to welcome mobile learning enhanced by mobile technology and were psychologically ready to adopt the emerging shift in the paradigm. Type of Paper - Empirical. Keywords: Mobile learning, psychological readiness, paradigm shift, higher education institutions, Maldives JEL Classification: I21, I23

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

scholarly journals Intention to Use Mobile Learning in Higher Education Institutions: Review Paper

2020 ◽  
Vol 3 (2) ◽  
pp. 78-84
Author(s):  
Ayad Shihan Izkair ◽  
Muhammad Modi Lakulu ◽  
Ibtihal Hassan Mussa
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Review Paper ◽  
Higher Education Institutions ◽  
Educational Activity ◽  
Intention To Use ◽  
Use Of Technology

Mobile learning is presently taking part in associate degree more and more important role within the instructional method, additionally as within the development of teaching and learning ways for higher education. The power to find out ‘on the go– anytime, anywhere, is changing into more and more fashionable. The advantages offered by mobile learning are important. On the opposite hand, the implementation of mobile learning in educational activity relies on users’ acceptance of technology. Acceptance and intention to use mobile learning may be a topic of growing interest within the field of education. The model of the unified theory of acceptance and use of technology (UTAUT) is planned and developed by researchers via a mixture of eight major theories in activity prediction. UTAUT is among the foremost fashionable and up to date model in information technology acceptance. This is review paper aiming to review UTAUT’s previous studies of intention to use mobile learning. In conclusion, this research provides insight regarding the necessary factors for planning and designing an intention to use mobile learning model in higher education institutions.

Higher Education in Developing Countries

2018 ◽  
pp. 18-39
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Distance Learning ◽  
Developing World ◽  
Higher Education Institutions ◽  
International Standards ◽  
Global Knowledge ◽  
Economic Activities ◽  
Challenges And Opportunities ◽  
Open And Distance Learning

Due to globalization of economic activities and increased scope of higher education, higher education has become a priority agenda for countries around the globe. In order increase opportunities of higher education, institutions of higher education must enhance their quality and access through open and distance learning while following national and international standards. For developing countries, higher education opportunities through open and distance learning are important for economic prosperity and participation in global knowledge economy. Globalization has created numerous challenges and opportunities for higher education. These challenges are more significant for developing countries because of limited resources. At the same time, meeting these challenges is a top priority of developing world. This chapter examines numerous challenges faced by higher education in developing countries. The chapter also discusses how higher education institutions in developing world can use open and distance learning to cope up with these challenges.

Legal Considerations of Providing Information in Support of Distance Learning by Digital Libraries in Universities in Kenya

2016 ◽  
pp. 57-69 ◽  
Author(s):  
Japhet Otike
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Digital Libraries ◽  
University Education ◽  
Economic Changes ◽  
Financial Investment ◽  
Electronic Information Resources ◽  
Legal Challenges ◽  
Exceptions And Limitations ◽  
Ict Infrastructure

This paper examines the legal challenges librarians managing university libraries in Kenya experience when providing information services in support of distance learning. Kenya is experiencing enormous socio-economic changes. These changes have exerted serious pressure on higher education resulting to phenomenal expansion of university education. Unfortunately, the demand for university education has not translated into infrastructural expansion of universities. While university intake continues to grow at an alarming rate, funding for universities including libraries continue to diminish. An option taken by many universities to meet increased demand for higher education has been to invest in distance education. This option has its own challenges. Distance learning like residential programmes, require adequate financial investment in print and electronic information resources; and ICT infrastructure. Since libraries in Kenya are underfunded, they are compelled to reproduce the scarce materials available with them to serve distant learners as opposed to acquiring additional materials. This arrangement has equally serious challenges. Top on the list is copyright infringement. Without adequate exceptions and limitations to copyright restrictions, university authorities and librarians are likely to be charged for infringement.

Virtual Learning

2018 ◽  
pp. 156-176 ◽  
Author(s):  
Jennifer L. Penland ◽  
Kennard Laviers ◽  
Elbert Bassham ◽  
Victor Nnochiri
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Distance Learning ◽  
Classroom Management ◽  
User Involvement ◽  
Virtual Reality Technology ◽  
Major Player ◽  
Challenges And Opportunities ◽  
Multi Media ◽  
Over Time

Virtual reality (VR) is now becoming a major player in education. When first introduced into schools, computer technology and multi-media content were riveted by its newness. Over time, more higher education institutions began to use newer technologies online or distance classes that could be taken from home. Unfortunately, many students have difficulty acquiring the same experience when learning with most classroom management software (CMS). Virtual reality technology is taking user involvement to the next level of immersion and is postured to change the landscape of education in a very significant way. This chapter examines methods of employing VR to maximize benefits to the student as well as the challenges and opportunities for using VR for distance learning. Finally, emerging research and developments in VR is discussed.

scholarly journals ENSURING THE QUALITY OF UNIVERSITY EDUCATION IN CONDITIONS OF BLENDED AND DISTANCE LEARNING

2020 ◽  
pp. 7-13
Author(s):  
Svitlana Martynenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Natural Extension ◽  
Learning Technologies ◽  
Educational Process ◽  
University Education ◽  
Face To Face ◽  
Distance Learning Technologies

In modern conditions of reforming the system of higher education, the introduction of time-based blended and distance learning, the mission of higher education is to ensure the efficiency and quality of university education. Therefore, the problem of using blended and distance learning technologies becomes relevant, which, taking into account the peculiarities of the conduct, should ensure the quality of educational services for students. Blended learning is defined as a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. The article highlights the peculiarities of the introduction of mixed and distance learning at the university, analyzes and clarifies the essence and content of the concepts of « blended learning», «distance learning», identifies the main approaches, methodical principles underlying the organization of the educational process, the priority tasks and advantages of the introduced forms of education are singled out, the tendencies of their development are outlined, in particular in modern conditions. The methods, organizational forms and means used during blended and distance learning are described, specific examples of their introduction at Kyiv International University are given, as well as the schematic structure of the methodical system of the proposed forms of education that ensure the quality of university education. It is proved that blended and distance learning solves the problems of individualization, intensification and optimization of education, is the most effective evolution of the traditional model of learning7

scholarly journals Implementasi Sistem Mobile Learning pada MI Taufiqul Athfal Bogor

2021 ◽  
Vol 5 (4) ◽  
pp. 597
Author(s):  
Andi Prastomo
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning System ◽  
Distance Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
Distance Learning System ◽  
Iso 9126

The application of technology in education is being developed very intensively today, especially the use of technology to support the teaching and learning process. The transfer of conventional learning methods such as face-to-face in the classroom towards a modern direction such as distance learning using computer-based systems or smartphones (Mobile Learning) has become a common thing implemented in today's education world. But not all educational institutions implement the same thing as MI Taufiqul Athfal Bogor. The purpose of this study was to design and implement a distance learning system based on android with smartphone media (Mobile Learning) to help MI Taufiqul Athfal Bogor in the teaching and learning process. The research method used is the Research & Development (R&D) method. System testing was carried out using the ISO 9126 method by distributing questionnaires to 20 respondents who were teachers at MI Taufiqul Athfal. The test results with four aspects of ISO 9126, namely aspects of Fuctionality, Reliability, Usability, and Efficiency produce an overall Actual Total score, namely Total% Actual of 90%, thus concluding that the quality of the system is Very Good to implement. The final result of this research is an Andiroid-based Mobile Learning system designed by researchers which is implemented very well at MI Taufiqul Athfal and helps support the distance teaching and learning process.

Preparing Teachers for Mobile Learning Applications Grounded in Research and Pedagogical Frameworks

2018 ◽  
pp. 103-114
Author(s):  
Selma Koç ◽  
Joanne E. Goodell
Keyword(s):  
Higher Education ◽  
Teacher Preparation ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Research And Practice ◽  
Technology Tools ◽  
K 12 ◽  
Pedagogical Frameworks

Contrary to the benefits and opportunities mobile learning may provide, “Teacher preparation programs are often devoid of opportunities to teach with mobiles” (Herro, Kiger, & Owens, 2013, p. 31). Educators need to understand the pedagogical affordances and limitations of mobile technology tools and develop materials and lessons based on frameworks or models grounded in research and practice. This article presents an overview of research and mobile learning integration frameworks in order to provide a theoretical and practical basis for app selection and integration in the K-12 and higher education classroom. Educators need to understand the pedagogical affordances and limitations of mobile technology tools and develop materials and lessons based on frameworks or models grounded in research and practice. This article presents an overview of research and mobile learning integration frameworks in order to provide a theoretical and practical basis for app selection and integration in the K-12 and higher education classroom.

Open and Distance Learning in India

2018 ◽  
pp. 359-381
Author(s):  
Anshu Mathur ◽  
Arbind K. Jha
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Systems ◽  
Flexible Systems ◽  
Cultural Variations ◽  
Development Agenda ◽  
Long Time ◽  
Indian Higher Education ◽  
Open And Distance Learning ◽  
Poor Infrastructure

Rise of Open and Distance Learning (ODL) systems in India is largely a 20th century phenomenon. The ODL systems have taken up responsibilities to identify the educational needs of diverse segments of people and accordingly plan innovative and flexible systems to meet their requirements. Though ODL systems have been on the priority of the Governments in India for a long time, Post 2015 Development Agenda of United Nations has given a renewed policy thrust for it. Despite their tremendous potential to address the problems in Indian Higher Education, the functioning of ODL systems is constrained by low reach of technology, poor infrastructure and sharp socioeconomic, linguistic and cultural variations in targeted areas. This chapter gives an account of gaps in theory and practices of Open and Distance Learning systems. Recommendations have been made to optimise the practice of ODL to suit Indian context. Existing research studies have been put in to perspective and recommendations have been made for practitioners of Open and Distance Learning systems.

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