Game-Based Teaching and Learning in Higher Education

2022 ◽  
pp. 78-106
Author(s):  
M. Mahruf C. Shohel ◽  
Md. Ashrafuzzaman ◽  
Iffat Naomee ◽  
Sanjida Akter Tanni ◽  
Farhan Azim
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Hybrid Learning ◽  
Digital Learning ◽  
Learning Approaches ◽  
Game Based Learning ◽  
Classroom Learning ◽  
Learner Engagement

Game-based pedagogies use games for achieving learning outcomes by guiding the learners through specific tasks, which can be digital and/or non-digital and can promote deep meaningful learning. Therefore, the design of game-based learning helps learners to engage in the meaning-making process and ensure better participation. As the boundaries of classroom learning become blurred through blended or hybrid learning approaches, game-based learning enhances digital literacies for digital natives to prepare them for building a knowledge economy. By exploring existing literature, this chapter highlights how technology can support teachers and learners to go beyond their existing pedagogical boundaries by focusing on ways games may serve as digital sources of learning. It also explores the role game-based pedagogies and digital learning design frameworks play in enhancing learner engagement, collaboration, and cultural understanding.

The Perception of Faculty Members on Hybrid Learning

2016 ◽  
pp. 1620-1647
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Needs ◽  
Learning Approaches ◽  
Face To Face ◽  
Online Platforms ◽  
Teachers And Students ◽  
Higher Education Advancement

In this chapter, the authors examine the perceptions of faculty using online and hybrid platforms in teaching. Hybrid/blended is a method in which faculty members use both online and face-to-face simultaneously. The study examined how faculty participants defined hybrid learning. In addition, researchers examined what the participants' thought of hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The main objective of this study is developing an analytical overview of one of the learning approaches such as hybrid and its effect on the learning process in the higher education. Ten faculty members were interviewed in order to achieve this objective. The results revealed that faculty members have multiple definitions of hybrid as it is not only teaching using face-to-face and online platforms but rather it is a way both teachers and students can meet their teaching and learning needs.

The Perception of Faculty Members on Hybrid Learning

2015 ◽  
pp. 178-203
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Needs ◽  
Learning Approaches ◽  
Face To Face ◽  
Online Platforms ◽  
Teachers And Students ◽  
Higher Education Advancement

In this chapter, the authors examine the perceptions of faculty using online and hybrid platforms in teaching. Hybrid/blended is a method in which faculty members use both online and face-to-face simultaneously. The study examined how faculty participants defined hybrid learning. In addition, researchers examined what the participants' thought of hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The main objective of this study is developing an analytical overview of one of the learning approaches such as hybrid and its effect on the learning process in the higher education. Ten faculty members were interviewed in order to achieve this objective. The results revealed that faculty members have multiple definitions of hybrid as it is not only teaching using face-to-face and online platforms but rather it is a way both teachers and students can meet their teaching and learning needs.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

Hybrid Learning

2016 ◽  
pp. 1-28
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

scholarly journals The use of computer games for teaching and learning cybersecurity in higher education institutions

2021 ◽  
Vol 9 (3A) ◽  
Author(s):  
Mohammed Yahya Alghamdi ◽  
◽  
Younis A. Younis ◽  
Keyword(s):  
Higher Education ◽  
Computer Games ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Security Protocols ◽  
Learning Tools ◽  
Game Based Learning ◽  
Effective Strategies ◽  
Cryptographic Algorithms

In higher education, teaching cybersecurity concepts to students such as encryption-based security protocols is a challenging task, but it is fundamental for personal and national security. One of the reasons for this is related to the inadequate mathematical knowledge of students, which limits their understanding of the cryptographic algorithms underlying the protocols. Therefore, higher education institutions are seeking out engaging and effective strategies for developing students’ skills in this area. The aim of this research is to explore the use and potential effectiveness of game-based learning to assist in the teaching and learning of cybersecurity concepts in higher education. It contributes to the literature by raising public interest in cybersecurity and helping learners to understand suitable and safe behaviors online. It also offers a systematic overview of game-based learning tools that have been used in previous studies to improve students’ understanding of cryptographic algorithms. This research also presents a framework for the effective teaching of cryptography in higher education, relying on animation and gamification.

scholarly journals What makes lecturers in higher education use emerging technologies in their teaching?

2013 ◽  
pp. 345-358
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Emerging Technologies ◽  
Learning Technologies ◽  
Effective Learning ◽  
The Face ◽  
University Lecturers ◽  
And Control

What makes lecturers in higher education use emerging technologies in their teaching? From the literature we know that lecturers make use of teaching and learning technologies in response to top-down initiatives, and that some also initiate bottom-up experiments with their own teaching practice, driven by both pragmatic and pedagogical concerns. This study is particularly interested in what motivates lecturers to try emerging technologies – those teaching and learning technologies that are new, or are used in new ways, or in new contexts to change teaching practices. This paper analyses the responses of university lecturers in South Africa, who use emerging technologies in their teaching, to a national survey which asked what motivates their practice. The rationales that lecturers use to explain their practices include a mix of pedagogic concerns, pragmatism and external imperatives. These rationales speak to common higher education discourses: effective learning, the welfare of students, and oversight and control; efficiency in the face of the conditions of higher education; as well as the external “imperatives” of the knowledge economy and labour market. Alongside these a discourse of empowerment emerged, including resourcefulness in under-resourced contexts, and creative individual responses to higher education challenges. Such discourses seem to imply that lecturers who engage with emerging technologies are asserting themselves creatively and claiming a more positive positioning in the challenging landscape of modern higher education.

Hybrid Learning

2016 ◽  
Vol 8 (1) ◽  
pp. 1-25
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

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