Knowledge Visualization for Research Design

Large Scale Survey ◽

This chapter presents a case of information and communication technology use in doctoral research processes. In particular, it presents the use of the Idea Puzzle software as a knowledge visualization tool for research design at the University of Auckland. The chapter begins with a review of previous contributions on knowledge visualization and research design. It then presents the Idea Puzzle software and its application at the University of Auckland. In addition, the chapter discusses the results of a large-scale survey conducted on the Idea Puzzle software in 71 higher education institutions as well as its first usability testing at the University of Auckland. The chapter concludes that the Idea Puzzle software stimulates visual integrative thinking for coherent research design in the light of Philosophy of Science.

Advances in Library and Information Science - Enhancing the Role of ICT in Doctoral Research Processes ◽

Knowledge Visualization for Research Design

10.4018/978-1-5225-7065-3.ch003 ◽

2019 ◽

pp. 46-66

Author(s):

Ricardo Morais ◽

Ian Brailsford

Keyword(s):

Higher Education ◽

Research Design ◽

Technology Use ◽

Large Scale ◽

Visualization Tool ◽

Knowledge Visualization ◽

Doctoral Research ◽

Large Scale Survey ◽

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

Sustainability ◽

10.3390/su13116363 ◽

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 ◽

Online Teaching ◽

Communication Technologies ◽

University Teachers ◽

Qualitative Survey ◽

Older Teachers ◽

Teachers Perspectives ◽

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.

Alaska's Embrace of Digital Opportunities

Strategies for Generating E-Business Returns on Investment ◽

10.4018/978-1-59140-417-0.ch008 ◽

2005 ◽

pp. 163-186

Author(s):

Ping Lan ◽

David C. Yen

Keyword(s):

Large Scale ◽

Government Expenditure ◽

The Internet ◽

Digital Revolution ◽

Potential Development ◽

Development Goals ◽

Large Scale Survey ◽

Shed Light ◽

The U.S

There have been a very limited number of systematic studies of how a region is turning digital opportunities into a development force. In theory, major advances in information and communication technology (ICT) have successfully transformed traditional businesses and markets, revolutionized learning and knowledge-sharing, generated global information flows, and empowered citizens and communities in new ways to redefine governance (Afuah, 2003; Mullaney et al., 2003). At a regional level, this “digital revolution” could offer enormous opportunities to support sustainable local prosperity, and thus help to achieve the broader development goals (DOT Force, 2001). Alaska is one state that can be positioned to take advantage of Internet and e-commerce technologies. Isolated from the U.S. main economic centers and heavily reliant on the export of commodities in its economy, e-commerce or business via the Internet is an ideal choice for Alaska. However, the available statistics do not support this claim. Most economic indicators show a downward trend in Alaska since 1995, in spite of the fact that the federal government expenditure has been increasing (ASTF, 2002). This chapter is dedicated to measuring the usage of the Internet in Alaska. It hypothesizes that geographical limitations help a region like Alaska embrace ICT and its applications without much hesitation, but also hinders the region to fully exploit the potential of ICT due to the limitations of resources. A large-scale survey was conducted to reveal the characteristics of Internet usage among individuals, government agencies, local communities, and private firms in Alaska. This research is of interest in two aspects: It could offer help for policymakers and enterprises within Alaska to realize the potential development brought about by the current digital revolution, and it could help enterprises outside Alaska to target this market more effectively. Theoretically, it could shed light on issues related to technology adoption and local innovation. Besides that, the platform-dependent approach used in this research can be applied in a broader context.

Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education ◽

Assessing the Composition Program on Our Own Terms

10.4018/978-1-60566-667-9.ch010 ◽

2011 ◽

pp. 167-184

Author(s):

Sonya Borton ◽

Alanna Frost ◽

Kate Warrington

Keyword(s):

Higher Education ◽

Large Scale ◽

First Year ◽

First Year Composition ◽

English Departments ◽

Large Scale Assessment ◽

University Of Louisville ◽

Spellings Commission ◽

The University ◽

Theoretical Foundations

As Jacqueline Jones Royster articulated at the 2006 Conference on College Composition and Communication, English departments are already assessing themselves and should resist suggestions by the Spellings Commission on the Future of Higher Education that a standardized method of assessing students and programs in higher education is needed. In the fall of 2006, the University of Louisville was due to be reviewed by the Southern Association of Colleges and Schools (SACS). The First-Year Composition program chose to conduct an internal assessment in the fall of 2004. This chapter details the Composition program assessment conducted at the University of Louisville and includes a comprehensive analysis of its rationale, theoretical foundations, methodologies, and results. This chapter also articulates the difficulties of such a large-scale assessment as well as the uniquely local challenges faced during the process.

The positioning of English-medium of instruction

Journal of Immersion and Content-Based Language Education ◽

10.1075/jicb.18029.tre ◽

2020 ◽

Vol 8 (1) ◽

pp. 5-27

Author(s):

John Trent

Keyword(s):

Higher Education ◽

Large Scale ◽

English Language ◽

Positioning Theory ◽

Future Research ◽

Medium Of Instruction ◽

English Medium Instruction ◽

English Speaking ◽

English Medium Of Instruction ◽

Abstract The proliferation of English-medium instruction (EMI) in higher education institutions (HEIs) across non-English-speaking Europe has been recently documented in several large-scale surveys. The opportunities and challenges of designing and implementing EMI policies are also widely recognized. However, our understanding of the use of EMI in Russian HEIs is limited. This study responds to this research need by exploring the experiences and perspectives of instructors teaching business-related subjects using the English language in two different Russian HEIs. A contribution of the study is to investigate these perspectives and experiences using the analytic lens of positioning theory. Results reveal the ways in which instructors are positioned by the university, as well how they position themselves, within an EMI environment. Acknowledging the potential antagonism that might result between different EMI stakeholders because of this positioning and repositioning, suggestions are then made as how this outcome could be avoided. Implications for future research are also considered.

Information Technologies in the Space of Educational Practices

SHS Web of Conferences ◽

10.1051/shsconf/202111003003 ◽

2021 ◽

Vol 110 ◽

pp. 03003

Author(s):

Maryna Stryhul ◽

Olena Khomeriki ◽

Marianna Khomeriki ◽

Nataliia Polovaia ◽

Nelia Hryshchenko

Keyword(s):

Higher Education ◽

Interpersonal Communication ◽

Information Technologies ◽

Information Culture ◽

Education Today ◽

Human Desire ◽

The University ◽

Special Studies

The article solves a scientific problem, the essence of which is the contradiction between the need to clarify the peculiarities of implementation of information and communication technologies in institutions of higher education of the technical profile and a certain deficit of special studies that would allow to meet this need. The situation is formulated in accordance with which in the sphere of social and cultural relations the preconditions for the use of Internet technologies are formed, but the managerial and directly educational levels of activity for the university are more promising «conservative» position, aimed at the phased and integration of these technologies in parallel processes of modernization higher education associated with the preservation of the quality of education, financial success of universities, etc. The modification of the network structure of education takes on special significance in connection with the emergence of new forms of social communication, including the innovative network learning, which becomes a social and communicative alternative to traditional education. Today, interpersonal communication, which is the sphere of the connection of new types and forms of communication without human being in the real environment, is determined precisely by the information culture of a person, which explains the human desire to learn in the new world on the basis of the use of information and computer technologies.

Priority directions of increasing the adaptivity of universities to the conditions of the digital economy

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v14i33.16383 ◽

2021 ◽

Vol 14 (33) ◽

pp. e16383

Author(s):

Nataliia Kholiavko ◽

Olha Popelo ◽

Svitlana Tulchynska

Keyword(s):

Higher Education ◽

Education System ◽

Large Scale ◽

Digital Economy ◽

Productive Force ◽

Higher Education System ◽

Depth Of Response ◽

Development Trajectory ◽

Information And Communication

The digital economy forms a set of new challenges to the higher education system, namely: accelerating the pace of socio-economic transformations; transformation of information into a commodity and a productive force; large-scale digitalization of economic entities; virtualization of workplaces; active introduction of information and communication technologies; creation of a global information field; exacerbation of cybersecurity problems. In such conditions, the system of higher education and the activities of universities need to be adequately changed in order to ensure their competitiveness in the modern market of educational services. The article substantiates the need to increase the level of adaptability of higher education institutions to exogenous challenges. Under the category of adaptability, it is proposed to understand the desired property of the higher education system, which determines its ability to absorb shocks, adapt or reorganize in accordance with the challenges posed by the development of the digital economy. The main parameters of the adaptability of the higher education system to the digital economy are the degree of its resistance to external disturbances, the depth of response to them, the speed of recovery after crises, the degree of structural and functional reorganization, the possibility of continuing pre-board development trajectory. The purpose of the article is to formulate scientifically sound proposals to increase the level of adaptability of universities to the challenges of the digital economy. The authors of the set of such proposals are structured according to the selected types of adaptability: introversion and extraversion.

Adaptación de los estudios de magisterio al EEES: las TIC en los nuevos planes de estudio

Edutec Revista Electrónica de Tecnología Educativa ◽

10.21556/edutec.2011.36.405 ◽

2011 ◽

pp. a169

Author(s):

Rosario Isabel Herrada Valverde ◽

Gabriel Herrada Valverde

Keyword(s):

Higher Education ◽

Teacher Training ◽

Preservice Teacher ◽

Communication Technologies ◽

Adaptation Process ◽

European Higher Education Area ◽

European Higher Education ◽

Este artículo analiza el proceso de adaptación de los antiguos títulos de Maestro a los nuevos Grados adaptados al Espacio Europeo de Educación Superior en las universidades públicas españolas y, en particular, la presencia de asignaturas relacionadas con las Tecnologías de la Información y la Comunicación. El análisis de los datos recopilados muestra como este proceso ha dado lugar a una dispersión de la presencia de estas asignaturas dependiendo de cada universidad y especialidad.Adaptation of teacher training degrees to the EHEA: ICT in the new study plansAbstractThis paper analyzes the adaptation process of the old preservice teacher degrees to the new ones adapted to the European Higher Education Area, in particular, about the presence of subjects related with Information and Communication Technologies. The analysis of the collected data shows that this process has involved dispersion in the presence of these subjects according to the university and speciality.

Undergraduate business education students’ perception on information and communication technology use in teaching and learning

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v9i2.20326 ◽

2020 ◽

Vol 9 (2) ◽

pp. 359

Author(s):

Patrick Uzo Osadebe ◽

Joyce Frances Osadebe

Keyword(s):

Information And Communication Technology ◽

Communication Technology ◽

Business Education ◽

Technology Use ◽

Teaching And Learning ◽

Education Students ◽

Significant Difference ◽

Research Questions ◽

The study was carried out to assess the undergraduate Business Education Students’ Perception on the use of Information and communication technology (ICT) in teaching and learning in the University. Thus, to achieve the purpose, two research questions and two hypotheses guided the study. A sample of 100 students was randomly drawn using balloting and proportionate stratified random sampling techniques. A questionnaire of 4-point scale was used to collect data. It has face validity determined through expert judgement, and construct validity verified through factor analysis. The reliability of the instrument was obtained through Cronbach Alpha. A reliability coefficient of 0.82 was obtained as a measure of internal consistency. The data collected were analyzed with mean and Z-test. Mean was used to answer the research questions while Z-test was used to test the hypotheses at the 0.05 level of significance. The result showed that there was high perception of students to use ICT in teaching and learning in the university. There was no significant difference between male and female students as well as 300 level and 400 level students on the use of ICT in teaching and learning. Therefore, it was recommended that ICT should be used in teaching and learning Business Education in the University.

ePortfolio and Educational Change in Higher Education in the Netherlands

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch165 ◽

2011 ◽

pp. 2061-2068

Author(s):

M. W. ("Wijnand") Aalderink ◽

M. H.C.H. ("Marij") Veugelers

Keyword(s):

Higher Education ◽

The Netherlands ◽

Professional Education ◽

Large Scale ◽

Lessons Learned ◽

Low Countries ◽

Student Centered ◽

Future Developments ◽

Change In Higher Education ◽

This chapter describes the important role that the concept of ePortfolio plays in new pedagogical paradigms in The Netherlands. ePortfolio can be seen both as a consequence of and a stimulus for the movement towards student-centered, competence-based learning in Dutch higher education. The authors present lessons learned in ePortfolio implementation, derived from experience from the past five years in the Low Countries, both in local institutional projects and in large-scale national projects. They then describe the cases of their own universities, being Windesheim University for Professional Education and the University of Amsterdam. The chapter ends with conclusions and future developments in the field of ePortfolio in The Netherlands.