Leading Toward Improved Collaboration

2010 ◽  
pp. 204-218
Author(s):  
Vickie Cook ◽  
Kara L. McElwrath
Keyword(s):  
Teaching And Learning ◽  
Process Management ◽  
Content Management ◽  
Administrative Functions ◽  
Filing Cabinet ◽  
Secure Environment ◽  
The University ◽  
And Storage ◽  
E Mail ◽  
Basic Content

As more and more learning is adapted to the Web 2.0 environment, it becomes imperative that faculty and students have the ability to collaborate through instant file sharing in a secure environment. Faculty, staff, and students of colleges and universities are more likely to click on or choose ‘File-Save’ than to file work in a physical filing cabinet today. Processing, managing, and storing these electronic files is much less structured than filing systems of the past. There is a critical need to manage the explosion of e-mail, documents, chat, and other content. Document creation to the ultimate disposition and storage of documents in both the function of teaching and learning, as well as the administrative functions within a university setting, requires process management that will provide a secure solution. The University of Illinois Springfield (UIS) chose to purchase a Xythos product branded as eDocs to the university community, which provided a basic content management solution. The ABACUS (central guiding priorities) method of critique was used to determine the best possible solution. In this chapter, the authors will discuss how the Xythos product was chosen and how this choice impacted the pedagogy of online learning at UIS.

An Evaluation of WebCT Course Content Management System at the University of Botswana

2012 ◽  
pp. 205-232
Author(s):  
Adeyinka Tella ◽  
S. M. Mutula ◽  
Athulang Mutshewa ◽  
Angelina Totolo
Keyword(s):  
Teaching And Learning ◽  
Survey Methodology ◽  
Access Network ◽  
Content Management ◽  
Course Content ◽  
Course Materials ◽  
University Of Botswana ◽  
The University ◽  
Network Server

This study evaluated a WebCT course content management (CCMS) system at the University of Botswana. Survey methodology was used and questionnaires were distributed to 503 students selected from six faculties, and an in-depth interview were conducted involving (20) twenty lecturers who teach via the WebCT platform. Findings reveal that, generally, WebCT CCMS is doing well at the University of Botswana and that the system has been a success. The results also confirm the quality of course materials uploaded on the system, that is, service quality and the quality of the teaching and learning via the system. Furthermore, by learning through WebCT, students are able to self regulate their learning and, given the opportunity, they are ready to use and continue learning using the WebCT platform. Results also indicate that generally students are satisfied with the performance of WebCT and that there are many benefits associated with the system in context to teaching and learning at the university. Problems associated with WebCT CCMS that are experienced by staff and students of the University include access, network /server failure, lack of link between ITS and WebCT, lack of teaching expertise using WebCT, and failure to remove completed courses from the system.

An Evaluation of WebCT Course Content Management System at the University of Botswana

2010 ◽  
Vol 2 (2) ◽  
pp. 48-78 ◽  
Author(s):  
Adeyinka Tella ◽  
S. M. Mutula ◽  
Athulang Mutshewa ◽  
Angelina Totolo
Keyword(s):  
Teaching And Learning ◽  
Survey Methodology ◽  
Access Network ◽  
Content Management ◽  
Course Content ◽  
Course Materials ◽  
University Of Botswana ◽  
The University ◽  
Network Server

This study evaluated a WebCT course content management (CCMS) system at the University of Botswana. Survey methodology was used and questionnaires were distributed to 503 students selected from six faculties, and an in-depth interview were conducted involving (20) twenty lecturers who teach via the WebCT platform. Findings reveal that, generally, WebCT CCMS is doing well at the University of Botswana and that the system has been a success. The results also confirm the quality of course materials uploaded on the system, that is, service quality and the quality of the teaching and learning via the system. Furthermore, by learning through WebCT, students are able to self regulate their learning and, given the opportunity, they are ready to use and continue learning using the WebCT platform. Results also indicate that generally students are satisfied with the performance of WebCT and that there are many benefits associated with the system in context to teaching and learning at the university. Problems associated with WebCT CCMS that are experienced by staff and students of the University include access, network /server failure, lack of link between ITS and WebCT, lack of teaching expertise using WebCT, and failure to remove completed courses from the system.

scholarly journals Divergence and the use of digital technology in learning: Undergraduate students’ experiences of email feedback in a South African university

2020 ◽  
Vol 17 (3) ◽  
pp. 137-148
Author(s):  
Victor Nnadozie ◽  
◽  
Clinton Chidiebere Anyanwu ◽  
Jabulisile Ngwenya ◽  
Fumane Portia Khanare ◽  
...  
Keyword(s):  
South African ◽  
Undergraduate Students ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Personal Control ◽  
Undergraduate Study ◽  
Social Exposure ◽  
The University ◽  
E Mail ◽  
Different Levels

South African universities’ use of digital technologies in learning has increased in recent years. Given that social exposure, the context and pedagogic uses of technology influence learning expectations and learner involvement, it is important to understand students’ experiences of the use of different technological tools. This article employs activity theory as a lens to explore how students with different levels of prior knowledge experienced the use of e-mail feedback. The feedback involves content discussion and comments on assessment drafts in a modular learning environment of a unit of undergraduate study at one of the country’s universities. The students reported mixed experiences of the level of personal control and responsibility for their learning. The article explores the findings’ implications for teaching and learning praxis in the university and makes suggestions for further 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.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

The David O Selznick storyboard rehousing project: A case study

IFLA Journal ◽  
2021 ◽  
pp. 034003522110230
Author(s):  
Genevieve Pierce
Keyword(s):  
Process Management ◽  
University Of Texas ◽  
The University

In 2018, the Harry Ransom Center at the University of Texas at Austin rehoused over 300 illustrated movie storyboards from the popular and frequently used David O Selznick Collection. Preservation technicians tracked this project from its inception to the survey and design conception, and through to its execution. By creating a new housing model and refining it over the course of a year, the Preservation Unit was able to consider how housing affects an object, which led to new systems and structures to facilitate process management and workflow, and how an object is impacted by its housing.

Shared strategic reflection process by a higher education institution: A case study

2021 ◽  
pp. 089202062110309
Author(s):  
María García-Feijoo ◽  
Leire Alcaniz ◽  
Almudena Eizaguirre
Keyword(s):  
Teaching And Learning ◽  
Business Schools ◽  
Education Institution ◽  
Theory U ◽  
Case Study Methodology ◽  
Process Implementation ◽  
Planning Models ◽  
Challenging Environment ◽  
The University

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

A Simple Unconsolidated Undrained Triaxial Compression Test Emulator

2015 ◽  
Vol 771 ◽  
pp. 104-107
Author(s):  
Riska Ekawita ◽  
Hasbullah Nawir ◽  
Suprijadi ◽  
Khairurrijal
Keyword(s):  
Triaxial Compression ◽  
Measurement Data ◽  
Radial Strain ◽  
Compression Tests ◽  
Viscous Effects ◽  
Axial Pressure ◽  
Strain Stress ◽  
The University ◽  
And Storage ◽  
Triaxial Compression Tests

An unconsolidated undrained (UU) test is one type of triaxial compression tests based on the nature of loading and drainage conditions. In order to imitate the UU triaxial compression tests, a UU triaxial emulator with a graphical user interface (GUI) was developed. It has 5 deformation sensors (4 radial deformations and one vertical deformation) and one axial pressure sensor. In addition, other inputs of the emulator are the cell pressure, the height of sample, and the diameter of sample, which are provided by the user. The emulator also facilitates the analysis and storage of measurement data. Deformation data fed to the emulator were obtained from real measurements [H. Nawir, Viscous effects on yielding characteristics of sand in triaxial compression, Dissertation, Civil Eng. Dept., The University of Tokyo, 2002]. Using the measurement data, the stress vs radial strain, stress vs vertical strain, and Mohr-Coulomb circle curves were obtained and displayed by the emulator.

scholarly journals A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Blessing Mbatha
Keyword(s):  
Paradigm Shift ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Transactional Distance ◽  
Focus Group Interviews ◽  
Disruptive Innovations ◽  
Different Types ◽  
Group Interviews ◽  
Axial Coding ◽  
The University

<p class="norm">The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning.</p>

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