Digital Technologies and Online Learning in Higher Education (Australia)

2020 ◽  
Author(s):  
Kim Balnaves
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Digital Technologies

PROBLEMS OF HIGHER EDUCATION IN THE CONTEXT OF GLOBAL DIGITALIZATION AND THE DEVELOPMENT OF DISTANCE EDUCATION TECHNOLOGIES

2021 ◽  
pp. 37-41
Author(s):  
V. E. Melnikov ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Organization

The article considers the system of digitalization of higher education, where the problems associated with the introduction of digital technologies and tools into the educational process with the transition to online learning are identified. It is shown that digitalization makes significant changes in modern higher education. The transition to online education creates a need to change the management of an educational organization.

scholarly journals COVID-19 Pandemic and Higher Education: Leveraging on Digital Technologies and Mobile Applications for Online Learning in Ghana

2021 ◽  
Vol 9 (3) ◽  
pp. 26-38
Author(s):  
John Demuyakor
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Rural Areas ◽  
Mobile Applications ◽  
Online Survey ◽  
Mobile Apps ◽  
Digital Technologies ◽  
Perceived Usefulness ◽  
Internet Service ◽  
Qualitative Approaches

Since mid-March 2020, educational systems worldwide and particularly Ghana were under increasing pressure to use the new Digital Technologies (DTs) and mobile applications (apps) to assist teachers in guiding students to continue with online learning activities due to the COVID-19 pandemic. The study is aimed at assessing the utilization of DTs and apps tools by students during the COVID-19 pandemic and how those technologies have affected online learning in institutions of higher education in Ghana. The researcher adopted an online survey and exploratory-based design that utilized quantitative and qualitative approaches to purposively collect data from N=784 students from three major public universities in Ghana. Also, the study applied Uses and Gratification as the theoretical basis in understanding the utilization of DTs and their possible limitations for remote learning during the peak of COVID-19 in Ghana. This study reported that the specific DMTs and mobile apps used by students in higher education for online learning are smarts phones and apps such as Class In, Zoom, Skype, and Instagram live stream. This study also revealed that Personal Learning Network (PLN) such as WhatsApp, Facebook, Twitter were also actively used by students for remote online learning. Again, the study shows that 77.1% of students in the sampled three universities were fully aware of the DTs and apps utilized for online learning during COVID-19. Also, the findings from this study report that students in higher institutions identified unstable electricity for continuous online learning, especially for those students in rural areas, unreliable internet service, poor WiFi connections, expensive smartphones / laptops, and high cost of inter bundle as key challenges of using DMTs and mobile apps for online learning during the COVID-19 pandemic. Finally, on the perceived usefulness of DTs and mobile apps among students for online learning in higher educational institutions, the findings from this study suggest that DMT’s and apps were of great benefit to students for remote online learning.

Digital Technologies and Online Learning in Higher Education (Finland)

2020 ◽  
Author(s):  
Mari Murtonen ◽  
Samuli Laato ◽  
Satu Hakanurmi ◽  
Heidi Salmento ◽  
Erno Lehtinen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Digital Technologies

scholarly journals Open Education and Bildung: Ideas, Assumptions, and Their Vigour to Transform Higher Education

2014 ◽  
Vol 24 (Educational Media Ecologies) ◽  
pp. 94-113
Author(s):  
Markus Deimann
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Social Network ◽  
Learning Environments ◽  
Digital Technologies ◽  
Learning Activities ◽  
Learning Theories ◽  
Open Education ◽  
Online Learning Environments ◽  
E Learning

We are witnessing tremendous changes and transformations in learning and education due to the advancement of digital technologies. This pertains not only to various forms of e-learning but also to more recent sorts of open online learning environments such as MOOCs or P2P-University. As Bell (2011) has argued, learning theories fall short of explaining change in learning activities as these theories do not consider the complexity of technology, social network, and individual activities. Therefore, this paper revisits the German concept of Bildung (Formation) to get a better understanding of the ongoing changes in learning environments, especially in informal Higher Education.

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

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.

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