E-Learning Challenges for Polytechnic Institutions

2010 ◽  
pp. 245-262 ◽  
Author(s):  
Martha Burkle
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Study Approach ◽  
Learning Challenges ◽  
Hands On ◽  
Hands On Learning ◽  
E Learning ◽  
New Generation

Mobile technology use is a major issue in higher education institutions, and one that is increasing daily. While the new generation of students (the “digital natives”) move across programs and courses, their learning expectations have started to emerge. It is with these expectations and needs in mind that educators around the world are recognizing the advantages of using mobile technologies to engage with students and make learning a more collaborative, interactive activity that can be engaged in at anytime, anywhere. Using a case study approach, this chapter explores the challenges of transforming static curricula into a mobile experience, and the ways in which these challenges were overcome within a polytechnic institution where hands-on learning takes place inside the classroom or the lab. In addition to presenting a literature review on the use of mobile technologies for teaching and learning, and an analysis of the relevance of connectivism theory to analyze students learning in the digital age, this chapter also includes an analysis of student surveys and interviews, as well as further opportunities for research.

E-Learning Challenges for Polytechnic Institutions

2013 ◽  
pp. 1008-1025
Author(s):  
Martha Burkle
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Study Approach ◽  
Learning Challenges ◽  
Hands On ◽  
Hands On Learning ◽  
E Learning ◽  
New Generation

Mobile technology use is a major issue in higher education institutions, and one that is increasing daily. While the new generation of students (the “digital natives”) move across programs and courses, their learning expectations have started to emerge. It is with these expectations and needs in mind that educators around the world are recognizing the advantages of using mobile technologies to engage with students and make learning a more collaborative, interactive activity that can be engaged in at anytime, anywhere. Using a case study approach, this chapter explores the challenges of transforming static curricula into a mobile experience, and the ways in which these challenges were overcome within a polytechnic institution where hands-on learning takes place inside the classroom or the lab. In addition to presenting a literature review on the use of mobile technologies for teaching and learning, and an analysis of the relevance of connectivism theory to analyze students learning in the digital age, this chapter also includes an analysis of student surveys and interviews, as well as further opportunities for research.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

scholarly journals “We Learn by Doing”: Teaching and Learning Knowledge Translation Skills at the Graduate Level

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea V. Breen ◽  
Kate Twigger ◽  
Caroline Duvieusart-Déry ◽  
Jessica Boulé ◽  
Alessia Borgo ◽  
...  
Keyword(s):  
Knowledge Translation ◽  
Teaching And Learning ◽  
Purchasing Decisions ◽  
Graduate Course ◽  
Community Based ◽  
Young Carers ◽  
Hands On ◽  
Hands On Learning ◽  
Learn By Doing ◽  
Explicit Training

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands-on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact. L’application des connaissances (AC) est devenue une exigence de plus en plus fréquente pour les chercheurs et les personnes qui travaillent dans les milieux non universitaires. Toutefois, peu de programmes offrent une formation explicite en AC. Dans cet article, nous explorons systématiquement nos expériences en tant que groupe pluridisciplinaire formé de responsables de cours et d’étudiants dans un cours de cycle supérieur nouvellement remanié portant sur la pratique fondée sur les données probantes et l’application des connaissances. Le cours a été conçu pour mettre en valeur l’apprentissage pratique, la collaboration et l’engagement communautaire. Nous réfléchissons aux défis auxquels nous avons été confrontés ainsi qu’aux compétences, aux connaissances et aux opportunités que les étudiants ont acquis en développant et mettant en pratique des stratégies d’AC en milieu communautaire sur les thèmes de la réinstallation des réfugiés, des jeunes aidants et des attitudes, comportements et valeurs des consommateurs en matière d’achat de produits alimentaires. En conclusion, nous présentons des recommandations à l’intention des enseignants et des établissements pour la mise en pratique d’expériences en AC qui soient conçues pour avoir un effet dans le monde réel.

scholarly journals Exploring the Learning Journeys of Academic Head of Department Preparations and Access to Their Roles: The Case of a Selected University in Ghana

2020 ◽  
Vol 2 (4) ◽  
pp. p11
Author(s):  
Gloria Nyame
Keyword(s):  
Teaching And Learning ◽  
Educational Leaders ◽  
Formal Training ◽  
Management Skills ◽  
Structured Interviews ◽  
Academic Leaders ◽  
Reference Guide ◽  
Study Approach ◽  
Head Of Department

Leadership training for educational leaders in the academia has been considered paramount to empower them both for leadership and management skills, knowledge and experience necessary to bring about quality in teaching and learning. Majority of the academic leaders are appointed without any preparation for the role and tend to struggle on the role in order to be effective. Most studies carried out on academic leaders in Africa focus mainly on challenges, roles and theories of leadership. This study explores the journeys involved in the preparations of academics who become Head of Departments in a selected university in Ghana in order to enable them play their roles effectively. The case study approach was used to study the journeys involved in the preparations of 16 academic HoDs in a selected university in Ghana, focusing on how they accessed their roles, their understanding about the roles, preparations they have had on the roles and the preparations they would have wished for the roles. It sought to describe, understand and interpret the learning journeys of academic HoDs regarding how they became HoDs and preparations they received to be effective in their roles. Interviews and documentary evidence were employed. Semi structured interviews were conducted with sixteen university head of departments. Using thematic analysis, the study revealed among others that most newly appointed academic HoDs were not given formal training before they began to play their roles, Again, the findings revealed different degrees of preparations which were mainly informal and were not directly linked to the roles of the HoDs, which were consistent with the literature that majority of academic HoDs did not receive preparations for their roles and tended to use their experiences to play their roles. Based on these findings, recommendations are that there should be a formal training on the HoD’s duties and their implementations for all newly appointed HoDs to enrich them with the necessary skills and knowledge to make them effective and efficient. There is the need to conduct needs assessment from the HoDs to inform their preparation or training and development of HoDs manual to serve as a reference guide to the HoDs. It is hoped that the findings will contribute to effective preparations of the academic HoDs. The research may also lead to the production of HoD’s manuals. More importantly, it may inform policies to identify areas for effective preparations of the academic HoDs.

Triple-blend of classroom instruction, online facilitation and external exposure: Outcomes and challenges

2021 ◽  
pp. 095042222110308
Author(s):  
Teik Aun Wong ◽  
Wei Chieh Cheah
Keyword(s):  
Teaching And Learning ◽  
Classroom Instruction ◽  
External Exposure ◽  
Pedagogical Approach ◽  
Study Approach ◽  
Student Cohorts ◽  
Multiple Case ◽  
And Performance ◽  
Online Facilitation

This study examines the practice, outcomes and challenges of a “triple-blend” approach which combines the components of classroom instruction, online facilitation and external exposure. Examining this pedagogical approach provides guidance for improving the delivery of teaching and learning. The study takes a multiple case study approach, employing action research methodology. The authors are practicing lecturers and the five cases, drawn from a private institution of higher education in Penang, Malaysia, have an average of 13.8 students, comprise undergraduate and postgraduate classes, and cover business, social science and humanities disciplines. Quantitative and qualitative comparisons are made between student cohorts. Students’ behavior and performance are tracked using an online learning management system. The findings reveal that the deployment of the triple-blend approach on aggregate produces positive outcomes in terms of student engagement and performance. However, there are instances of negative outcomes, suggesting that other factors are at play apart from the choice of pedagogical approach. Discussion of the challenges in deploying this approach shows that the process is far from homogenous. Nonetheless, the overall perspective indicates a positive relationship between the triple-blend approach and positive teaching and learning outcomes. This study provides guidance for teachers on deployment challenges and best practices.

Teaching and Learning Wi-Fi Networking Fundamentals Using Limited Resources

2011 ◽  
pp. 22-40 ◽  
Author(s):  
Wilson Siringoringo
Keyword(s):  
Teaching And Learning ◽  
Academic Research ◽  
Wireless Networking ◽  
Radio Propagation ◽  
Limited Resources ◽  
Research Papers ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject ◽  
Basic Concepts

Wi-Fi networking has been becoming increasingly popular in recent years, both in terms of applications and as the subject of academic research papers and articles in the IT press. It is important that students grasp the basic concepts of both Wi-Fi networking and wireless propagation measurements. Unfortunately, the underlying concepts of wireless networking often intimidate students with their apparently overwhelming complexity, thereby discouraging the students from learning in-depth this otherwise exciting and rewarding subject. This chapter provides a tutorial on Wi-Fi networking and radio propagation measurements using wireless laptops and access points. Various hands-on learning activities are also discussed.

scholarly journals A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

Towards a Conceptual Framework Highlighting Mobile Learning Challenges

2020 ◽  
Vol 12 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Mourad Benali ◽  
Mohamed Ally
Keyword(s):  
Conceptual Framework ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Mobile Technologies ◽  
Implementation Barriers ◽  
Policy Makers ◽  
Learning Challenges ◽  
Learning Programs ◽  
Facilitating Conditions

Over the last decade, there has been much interest in mobile technologies in teaching and learning as emerging and innovative tools. Despite this focus, mobile learning (m-Learning) implementation is facing many challenges. This study presents a tentative conceptual framework that consolidates existing research related to mobile learning implementation barriers. The study adopted a systematic review of the literature on challenges to mobile learning. A total of 125 papers published between 2007 and 2017 were extracted from established peer reviewed journals. A qualitative content analysis was used to define 24 barriers that have been grouped into four conceptual categories: Technological, Learner, Pedagogical and Facilitating Conditions. The proposed framework acts as guide for educators, systems developers, policy makers, researchers and stakeholders interested in implementing mobile learning programs.

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