ICT Integration Efforts in Higher Education in Developing Economies

2009 ◽  
Vol 5 (3) ◽  
pp. 34-58 ◽  
Author(s):  
Dawit Tibebu ◽  
Tridib Bandyopadhyay ◽  
Solomon Negash
Keyword(s):  
Higher Education ◽  
Developing Economies ◽  
Ict Integration

ICT Integration Efforts in Higher Education in Developing Economies

2011 ◽  
pp. 152-176
Author(s):  
Dawit Tibebu ◽  
Tridib Bandyopadhyay ◽  
Solomon Negash
Keyword(s):  
Higher Education ◽  
Developing Economies ◽  
Addis Ababa ◽  
Institutional Support ◽  
Efficacy Beliefs ◽  
Educational Process ◽  
Ict Integration ◽  
Addis Ababa University ◽  
State Of Affairs ◽  
Teaching Learning

A situational modified version of Tearle’s model (2004) is utilized in this study to understand the integration of ICTs in the educational process. The study evaluated self efficacy beliefs, institutional support and policy in the context of developing economies where challenges of inadequate resources and insufficient skills persist. We assess the state of affairs, and the challenges faced by teachers and management at Addis Ababa University, Ethiopia. The results show that educators are generally appreciative of ICTs role in the teaching/learning process. [Article copies are available for purchase from InfoSci-on-Demand.com]

ICT Integration Efforts in Higher Education in Developing Economies

2011 ◽  
pp. 279-303 ◽  
Author(s):  
Dawit Tibebu ◽  
Tridib Bandyopadhyay ◽  
Solomon Negash
Keyword(s):  
Higher Education ◽  
Developing Economies ◽  
Addis Ababa ◽  
Institutional Support ◽  
Efficacy Beliefs ◽  
Educational Process ◽  
Ict Integration ◽  
Addis Ababa University ◽  
State Of Affairs ◽  
Teaching Learning

A situational modified version of Tearle’s model (2004) is utilized in this study to understand the integration of ICTs in the educational process. The study evaluated self efficacy beliefs, institutional support and policy in the context of developing economies where challenges of inadequate resources and insufficient skills persist. We assess the state of affairs, and the challenges faced by teachers and management at Addis Ababa University, Ethiopia. The results show that educators are generally appreciative of ICTs role in the teaching/learning process.

ICT Applications in U.S. Higher Education

2010 ◽  
pp. 47-58 ◽  
Author(s):  
Michelle O. Crosby-Nagy ◽  
John M. Carfora
Keyword(s):  
Higher Education ◽  
Virtual Environments ◽  
Millennial Generation ◽  
Teaching And Learning ◽  
Internationalization Of Higher Education ◽  
Information And Communications Technologies ◽  
Ict Integration ◽  
Approach To Learning ◽  
Communications Technologies ◽  
The Future

This chapter examines applications of information and communications technologies (ICTs) for education, including multi-user virtual environments (MUVEs) and their returns to teaching and learning in U.S. higher education. ICT applications are most valuable when used in the context of courses with a team-based approach to learning or collaboration opportunities. Some drivers of ICT integration are discussed including the internationalization of higher education and the Millennial generation as the new customers of higher education. Recommendations for the fundamentals of positive ICT applications and integration are provided, as well as a discussion about the future of ICT applications such as MUVEs.

Affective events theory as a theoretical lens for improving the working environment of academics in developing economies

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Majid Ghasemy ◽  
Mahdiyeh Erfanian ◽  
James Eric Gaskin
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Positive Affect ◽  
Large Scale ◽  
Developing Economies ◽  
Working Environment ◽  
Supervisory Support ◽  
Affective Events Theory ◽  
Content Type ◽  
Affective Events

PurposeThe rapid pace of progress in academic institutions in developing economies has created stressful and relatively toxic workplaces, resulting in different negative organizational outcomes indicating the need to transform universities into healthier academic workplaces. However, a review of the higher education literature in both developed and developing countries shows that the antecedents and consequences of academics' affective states has been a relatively unexplored area. Hence, our study aims at testing basic tenets of Affective Events Theory (AET) in a higher education context to address this issue.Design/methodology/approachThis is a quantitative study which applies CB-SEM methodology in analyzing the collected data from 2,324 academics in Malaysian higher education sector. We analyzed the data using EQS software package.FindingsOur results provided substantial support for the applicability and relevancy of AET in higher education domain. Specifically, welfare and supervisory support were identified as the two work environment features which significantly and equally contribute to academics' job satisfaction. In addition, the results showed that positive affect, in comparison with negative affect, was three times stronger in influencing academics' job satisfaction.Practical implicationsGiven the considerable role of positive affect in our study, higher education policy makers are urged to make relevant policies to transform universities into more emotionally safe workplaces. In addition, policies should be formulated in a way that encourages supervisory support and decreases workloads to ensure that the conflicts in general are reduced among academics.Originality/valueThis work is the first large-scale study testing the main tenets of AET in the higher education context. In addition, it addresses the problem of multivariate normality and solves this problem based on the robust methodology which corrects standard errors and fit indices, thereby providing more precise and unbiased results.

scholarly journals Analysis determinants of social media acceptance in higher educational institutes of Pakistan

2018 ◽  
Vol 7 (2.5) ◽  
pp. 32
Author(s):  
Ali Raza ◽  
Shah Murad Chandio ◽  
Najma Imtaiz Ali ◽  
Zulfiqar Solangi ◽  
Asadullah Shah ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Technology Acceptance ◽  
Social Networking Sites ◽  
Developing Economies ◽  
Diffusion Theory ◽  
Higher Education Institutions ◽  
Academic Learning ◽  
Extended Model ◽  
Innovation Diffusion Theory

Seen through the lens of the educational sector, social media grew to become a vital source of academic learning. The learning through social media occurs mainly through the collaborative approach to information sharing, where the web-based social networking sites provide the optimal platform for knowledge enhancing among colleagues, co-workers, and others. Developed economies have already recognized the significant value of learning through social media. However, developing economies such as Pakistan did not yet interpret future implications and real benefits of social media aided learning. This research focuses on determining significant factors through an integrated framework that features broadly recognized technology models such as Technology acceptance model (TAM) and Innovation diffusion theory (IDT). The subjects of the framework testing were students in higher education institutions that use social media, and the sample size was 350 students. Data analysis results, reached via SPSS software, were substantially in favour of extended model. Results reached through this study, in terms of factors with a significant influence on social media acceptance rate in Pakistani higher education institutions, are particularly crucial for students in the field of education, located in developing countries. This should assist the increasing acceptance and use of technological solutions, benefiting both faculty and students.

scholarly journals Information and Communication Technologies in A Postgraduate TESOL Program: A Human Capital Investment

2021 ◽  
Author(s):  
Manal AlMarwani
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Capital Investment ◽  
Faculty Members ◽  
Ict Integration ◽  
Postgraduate Students ◽  
National Education ◽  
National Education System ◽  
Information And Communication ◽  
The Impact

With the global advancements in Information and Communication Technology (ICT) and the national and international demand for well-developed ICT skills and competencies, academic programs at higher education institutions need to make necessary adjustments to content and processes. This study reports on the current ICT integration practices in a TESOL postgraduate program at a Saudi Arabian university, addressing viewpoints at administrative, faculty, and postgraduate student levels. Three different questionnaires were used to answer the following questions: What are the TESOL postgraduate students’ practices of ICT integration, and how do they perceive their professors’ practices? What ICT integration practices do faculty members use, and how do they perceive the merit and desirability of their practices? And ‘How is ICT integration tackled at the administrative level with respect to policy and procedures, infrastructure, training, and technical support? The findings indicate that ICT integration practices in this program are lagging expectations. This is not a matter of attitude, potential, and challenges in the current situation, but is related to understanding the national ICT policy and developing sustainable strategies at an institutional level to guide and support faculty members’ practices. Since the impact of such changes will go beyond higher education to the broader national education system, much more attention needs to be dedicated to teacher education and professional development programs, including TESOL postgraduate programs.

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