scholarly journals Disparity in Higher Education Provision Caused by Technological Capabilities of Nations during Covid-19

2021 ◽  
Author(s):  
Bharti Pandya ◽  
BooYun Cho ◽  
Louise Patterson
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technological Capabilities ◽  
Technological Infrastructure ◽  
Job Demand ◽  
Remote Learning

During Covid-19, higher education institutions were forced to resort to emergency remote learning. The nations and higher education institutions with strong technological infrastructure and resources facilitated the provision of education and caused minimal interruption in teaching and learning. While the nations with poor technological infrastructure and non-availability of resources had to struggle to continue providing the education. This study, utilizing the job-demand resources model, provided insights into the influence of technological capabilities in providing higher education during the Covid-19 period and how a disparity is caused between different nations. The findings will benefit education policy developers and leaders of higher education institutions.

scholarly journals Knowledge management to support innovation in higher education institutions

2021 ◽  
Vol 9 (6) ◽  
pp. 254-271
Author(s):  
Adriana Karam-Koleski ◽  
Gregorio Varvakis
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Teaching And Learning ◽  
Management Practices ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Exploratory Research ◽  
Technological Infrastructure ◽  
Use Of Knowledge ◽  
Innovation In Higher Education

This paper presents and discusses the use of knowledge management to support innovation in higher education institutions (HEI). The study was conducted at Brasil-STHEM Consortium - a network of Brazilian higher education institutions that work together in the implementation of innovation in their teaching and learning practises. 29 HEI participated in the study that was designed as an exploratory research and used the Asian Productivity Association (APO) knowledge management maturity level assessment tool as a framework for data collection and analysis.  Results demonstrate that there was openness for knowledge management and that there is technological infrastructure available for this to happen, but found  little evidence of the systematic use of knowledge management  practices. The study contributes to research and practise in education management  by proposing the use of KM theory and tools to understand how knowledge being generated by higher education institutions can be identified, stored, shared, created and applied in order to amplify its impact to educational change and innovation.   

scholarly journals Designing Effective E-Learning Framework for Higher Education: Critical Success Factors

2016 ◽  
pp. 134-152
Author(s):  
Naveed Sultana Et al.,
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Critical Success Factors ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Learning System ◽  
Technological Infrastructure ◽  
Learning Framework ◽  
Critical Success ◽  
E Learning

The progression of digital technologies and eruption of web incorporation into education proffers a novel trend for higher education institutions to establish web-based environments for teaching and learning. E-learning has become an imperative means for establishing the innovative learning environment for Higher Education in the digital age by offering new flexible learning methods. E-learning is promptly occurring as educational means in Pakistan as in the other global areas, hence utilizing web technologies for the provision of learning in higher education institutions which illustrate the sample acceptance of E-learning system in Pakistani higher education. For establishing E-learning systems, the higher education institutions are required to take broader initiatives for technological infrastructure at higher education institutions. However, a number of factors need serious consideration while designing a successful E-learning framework. The current study aims to determine the CSF (critical success factors) for designing E-learning framework for HEIs (higher education institutions) of Pakistan. Eight studies, already carried out by different researchers providing factors of E-learning framework in varied contexts, were systematically reviewed for deriving critical success factors for E-learning design for higher education institutions of Pakistan. This paper presents an analysis of factors which impact the designing of successful E-learning framework/structure in higher education. Based upon the emphasis in greater chunks of the literature resources, five main classes of factors were considered to be critical by the authors for the successful design of E-learning framework. Conclusively, the five factors i.e. pedagogical factors, technological factors, institutional factors, Design factors and behavioral factors were derived as critical for an effective design of E-learning system. These critical success factors are the main areas of activity that must receive constant and careful attention from the management of Higher Education Institutions (HEIs) while planning to design E-learning framework for their institution.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

2016 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Sa’adah Hassan ◽  
Novia Indriaty Admodisastro ◽  
Azrina Kamaruddin ◽  
Salmi Baharom ◽  
Noraini Che Pa
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Outcome ◽  
Teaching Plan ◽  
Outcome Based Education ◽  
Programme Outcomes ◽  
Examination Paper

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

scholarly journals Implications of Excellence in Research and Teaching

2015 ◽  
pp. 13-15 ◽  
Author(s):  
Johannes Wespel ◽  
Dominic Orr ◽  
Michael Jaeger
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Public Funding ◽  
Teaching Performance ◽  
Research And Teaching ◽  
Funding Mechanisms

Stratification of higher education is currently being driven by public funding schemes, among other things. Building on a survey of excellence funding initiatives across OECD member countries based on the measurement of excellence in higher education institutions, this contribution focuses on how teaching and learning are integrated into these highly selective funding mechanisms. It turns out that teaching performance is generally much less significant than research. Possible reasons and consequences for this result are discussed.

scholarly journals What about Provincial Institutions in Higher Education Policy in India?

2018 ◽  
pp. 26
Author(s):  
Anamika Srivastava ◽  
Nandita Koshal
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Policy Makers

In this article, we take stock of provincial higher education institutions in India, which—advertently or not—have not yet caught the attention of policy makers. However, these institutions employ the majority of the teachers and cater to the needs of the majority of students in the country.

scholarly journals The impacts of international, national and institutional conditions for higher education on the primary processes of teaching and learning in the higher education institutions in Vietnam

2010 ◽  
Vol 7 (2) ◽  
pp. 47
Author(s):  
Truong Trinh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
System Quality ◽  
Institutional Conditions ◽  
Vietnamese Higher Education ◽  
Challenges And Opportunities

This paper describes how the international, national and institutional conditions affect the primary processes of teaching and learning in the Vietnamese higher education institutions. Under such influences, the Vietnamese higher education institutions are facing both challenges and opportunities in terms of the competitions among institutions. establishment of credit-based system, quality assurance and accreditation.

scholarly journals Attitudinal Barriers Encountered by Students with Disabilities in Higher Education Institutions

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Nageswara Rao Ambati
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Andhra Pradesh ◽  
Peer Group ◽  
Higher Education Institutions ◽  
Second Phase ◽  
Snowball Sampling ◽  
Higher Education Curriculum ◽  
Attitudinal Barriers

The present study is an exploratory in nature. The papers aims to understand the attitudinal barriers encountered by students with disabilities in higher education institutions and its impact on their learning experiences. The study was conducted in the erstwhile State of Andhra Pradesh (now bifurcated in to Andhra Pradesh and Telangana), India. For this study, the researcher selected three universities in different parts of Andhra Pradesh by using purposive sampling. In the second phase the researcher interviewed 100 students with disabilities from the selected universities by using snowball sampling. For this study, quantitative and qualitative data analyses were used and in most cases quotes of real text for each theme were maintained and used extensively. The findings of the paper covered characteristics of students with disabilities, attitudinal barriers faced by them. The findings of the study suggests that changes are needed to be made, not only in the physical environment in which teaching and learning takes place, but also in the way in which higher education curriculum is organised, delivered and assessed and changes should also come in attitudes of teachers, university administration, peer group and public at large.

Sign in / Sign up

Export Citation Format

Share Document