Virtual Reality Empowers New Learning Exploration

2020 ◽  
pp. 243-258
Author(s):  
Wai Kit Leong
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
21St Century ◽  
Teaching And Learning ◽  
New Learning ◽  
E Learning ◽  
Learning Modes ◽  
Technological World ◽  
Effective Teaching And Learning ◽  
The Impact

VR learning in education is favoured by many academics, and they believe that this approach can accelerate, amplify, and expand the impact of effective teaching and learning experiences. The adoption of virtual reality in higher education is to make the learning process exciting and more effective. It is aligned with the target TLLM (teach less, learn more) initiative in Taylor's University to provide students with the characteristics and skills that will help them survive in an ever-changing technological world. As a 21st century educator, it is essential to be able to implement technology, think forward, embrace change, and have the ability to allow students to learn best when they are taught with their own unique styles and abilities. The principles behind this pedagogy comprise a mix of technology, space, and learning in innovative ways that support a variety of “e-learning” modes to facilitate knowledge transfer—immersive lesson, interaction, and collaboration—and independent self-paced learning that enables learning anytime and anywhere.

Factors Affecting Successful Adoption and Adaption of E-Learning Strategies

2021 ◽  
pp. 19-35
Author(s):  
Enis Elezi ◽  
Christopher Bamber
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Action Learning ◽  
Independent Learning ◽  
Factors Affecting ◽  
E Learning ◽  
The Impact

This chapter explores factors affecting the development of e-learning strategies in the context of higher education institutions. The authors focus on understanding the impact of e-learning on pedagogical approaches to teaching and learning and elaborate on the challenges higher education institutions experience in implementing e-learning strategies. A combination of synchronous and asynchronous delivery allows educational establishments to not only offer a service that is good value for money but promotes action learning, and encourages ownership, independent learning, and creative thinking. This work proposes social networking scaffolding for asynchronous and synchronous e-learning, where the learner is at the centre of a social network system. Furthermore, the chapter provides guidance to higher education governors, leaders, and e-learning technicians in developing and implementing e-learning strategies.

scholarly journals An Evaluation of a Key Innovation: Mobile Learning

2019 ◽  
Vol 8 (2) ◽  
pp. 39-45 ◽  
Author(s):  
Louis Jinot Belle
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Access To Higher Education ◽  
African Countries ◽  
Key Innovation ◽  
Emerging Issues ◽  
Technological Constraints ◽  
Effective Teaching And Learning ◽  
The Impact

Abstract This paper examines the impact of m-learning as an innovative tool that is still in its infancy in many countries, but that can significantly contribute to effective teaching and learning in the context of the digital age. Based on the theoretical principles of learning, the uses of m-learning are reviewed. To provide complete insights into its potential adoption in higher education institutions in countries such as Mauritius and Nigeria, the various emerging issues such as technical issues, usability issues, content security and copyright issues as well as issues relating to privacy and cyber bullying are discussed. The paper suggests some of the future trends in the adoption of m-learning, but it concluded that it may not be successful due to other challenges that are typical to many countries in Africa. African countries are faced with context-bound and technological constraints that are hindering the leaners of higher education institutions to benefit from the learning advantages that they may get to improve their learning and for the countries to give more access to higher education through the use of open education that may be technologically enhanced.

scholarly journals Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science

2021 ◽  
Vol 11 (1) ◽  
pp. 20-32
Author(s):  
Jesús López-Belmonte ◽  
Adrián Segura-Robles ◽  
Antonio-José Moreno-Guerrero ◽  
María-Elena Parra-González
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Bibliometric Analysis ◽  
Teaching And Learning ◽  
Web Of Science ◽  
Virtual Training ◽  
Training Approach ◽  
Established Line ◽  
E Learning ◽  
The Impact

E-learning is conceived as a purely virtual training approach. Different learning styles have been proliferated in recent years, especially now, due to the impact of COVID-19 in the educational field. The aim of this study is to discover the evolution of e-learning in higher education (ELHI) in scientific literature indexed on the Web of Science. Co-word analysis and bibliometric analysis was performed. A total matrix of 1261 documents was analyzed through SciMAT software. The results revealed that studies on ELHI are written in English and presented by conference papers. The main source of publication for the conferences is EDULEARN proceedings, while the journal source is Procedia-Social and Behavioral Sciences. Spain is the country with the highest volume of production. It is concluded that research on ELHI use does not have an established line of research, due to its recent creation and the lack of related research. The bibliometric analysis specifies that the research is oriented towards knowing the level of acceptance and application of the pedagogical method in the teaching and learning processes.

scholarly journals The Impact of e-Learning Quality on Student Satisfaction and Continuance Usage Intentions during COVID-19

2021 ◽  
Vol 11 (8) ◽  
pp. 368-374
Author(s):  
Wilert Puriwat ◽  
◽  
Suchart Tripopsakul
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Empirical Studies ◽  
Education Students ◽  
Course Content ◽  
Continuance Usage ◽  
E Learning ◽  
The Impact

The COVID-19 pandemic has severely affected people’s lives, changing the ways of working, living, playing, and learning. With this pandemic, classroom learning has been suspended due to infection concerns, and e-learning has emerged, becoming an important mechanism for educational institutions to continue their teaching and learning activities. However, there have been only a few empirical studies providing insight into the factors affecting students’ e-learning satisfaction and usage behaviors during the COVID-19 outbreak. Thus, this study aims to investigate the impact of e-learning quality on student satisfaction and continuance usage intentions among higher education students in Thailand during the pandemic. Based on empirical research with 185 higher education students, the results revealed that e-learning quality was a second-order construct comprised of three elements, namely, course content and design, administrative and technical support, and instructor and learner characteristics. Course content and design was the most important dimension of overall e-learning quality. Furthermore, overall e-learning quality had a significant positive impact on student satisfaction and continuance usage intentions toward e-learning platforms. Mediation analysis indicated that student satisfaction partly mediated the relationship between e-learning quality and continuance usage intentions.

E-Learning and Conventional Learning in 21st Century Information Age: A Case Study Of Students from Selected Universities in Buffalo City Metropolitan Eastern Cape South Africa

10.31355/39 ◽  
2019 ◽  
Vol 3 ◽  
pp. 031-041
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Learning Environment ◽  
21St Century ◽  
Teaching And Learning ◽  
Eastern Cape ◽  
Teaching And Learning Environment ◽  
E Learning ◽  
Higher Education Teaching

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to critically examine the forces that can impede or support students to use e-learning in higher education teaching and learning environment which require not only pre-technological literacy’s but easy access to the e-learning platform and ICT devices. Background................................................................................................................................................................................................. The concept of e-learning has grown considerably in the past three or four decades, which according to Pollock and Cornford, (2003) has prompted a great deal of interest in using and integration of technology into teaching and learning environment thereby transforming the very nature of the traditional higher education system. Murphy et al (2001) have highlighted that not only does the new technologies supplement the conventional course delivery in institutions of higher learning, but they have also become a catalyst for change in higher education. South Africa as a developing nation has adopted the introduction of ICTs in the education system with the hope that it may offer some solutions to the challenges of education in South Africa. The South African Department of Education believes that developments in ICTs and its introduction to the education system creates access to learning opportunities, redresses inequalities, improve the quality of learning and teaching, and deliver lifelong learning (Department of Education, 2004). Even though internet access and ICT devices are becoming more common in South Africa, the use of them for teaching and learning purposes are limited. According to the White Paper on E-education in South Africa (SA, 2004), the Province of Eastern Cape has ranked lowest in terms of number of schools with computers for teaching and learning and as a result many students from Eastern Cape Province who enter higher education do not have adequate technological literacy levels to cope with the demands of higher education teaching and learning environment. Methodology................................................................................................................................................................................................. The design of the study was a case study and it utilized quantitative method. The number of sample units in the study was 65 students from Walter Sisulu University, University of South Africa, Pearson Institute of Higher Education (formerly called CTI) and University of Fort Hare campuses based in East London Eastern Cape Province South Africa. The data were analyzed using MS Excel spreadsheet database for conversion into percentages for the descriptive statistics. Contribution................................................................................................................................................................................................. It is essential to understand the forces that can impede or support e-learning. Possible solutions can be suggested for successfully integrating e-learning into higher education teaching and learning environment to meet 21st century students’ needs. The South Africa case study identified that a number of respondents indicated that the resources are available for e-learning on their university campuses. But these available resources are not efficiently used by most respondents to support their studies. Findings......................................................................................................................................................................................................... The results indicated that in the area of infrastructure required for e-learning, the majority of respondents indicated that the resources are available for e-learning on the campuses of the sampled universities. But these available re-sources are not efficiently utilized by respondents to support their studies. Recommendations for Practitioners............................................................................................................................................................... While universities and other institutions of higher education are encouraging integration of e-learning into the curriculum, it is also imperative that their teaching and learning strategies and policies take into account that some students are unevenly challenged in terms of technological skills and still require additional support. Recommendation for Researchers................................................................................................................................................................ There is the need to explore in depth the aspects that lead to the successful integration of e-learning into conventional lecture method of courses delivery. Impact on Society........................................................................................................................................................................................... With the dawn of 21st century digital and knowledge-based economies evolution where the integration of computers and other ICTs tools in higher education teaching and learning environments have been found to be very beneficial to students, hence not only pre-technological literacy’s of students but easy access to the e-learning platform and ICT devices are critical to higher education learning environment. Assessing students technological skills and access to e-learning platforms to which this study contributes will assist in improving quality education which has a greater impact on society. Future Research............................................................................................................................................................................................... In the context in which this study was conducted further examination of the technological skills of academic staff of the successful integration of e-learning into curriculum would be advisable.

scholarly journals Initiating Innovation in Post-secondary Institutions – Customizing Teaching and Learning Environments: Collective Reflections from the 2014 Cohort of 3M National Student Fellows

2015 ◽  
Vol 8 ◽  
pp. 17
Author(s):  
Heather Carroll ◽  
Shwetha Chandrashekhar ◽  
Danny Huang ◽  
David Kim ◽  
Peter Liu
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
21St Century ◽  
Teaching And Learning ◽  
State Of The Art ◽  
Information Age ◽  
Learning Spaces ◽  
Post Secondary ◽  
Canadian Higher Education ◽  
New Learning

In light of the enormous changes unfolding presently in the higher education landscape, we don’t have to look too far to recognize evidence of the transformation and redefinition of the construct of both teaching and learning in the information age. With a growing focus on teaching and learning at all levels of post-secondary institutions, innovation is reflective in the introduction of new learning spaces, state-of-the-art technology-enhanced education, and prominence given to discussions about adapting teaching and learning to the 21st century. Likewise, in this article we examine the reflections, ideas, conversations and exchanges inspired by the cohort’s plenary planning discussions and the current birth of innovation in reshaping Canadian higher education.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

Covid-19: Interdisciplinary Explorations of Impacts on Higher Education

2021 ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Research And Innovation ◽  
Innovation Activities ◽  
African Higher Education ◽  
Production Knowledge ◽  
South African Higher Education ◽  
The Impact

Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education – especially in South Africa – this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.

Sign in / Sign up

Export Citation Format

Share Document