scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

scholarly journals Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

2021 ◽  
Vol 3 (1) ◽  
pp. 17-23
Author(s):  
Tilagavati Subramaniam ◽  
Muthu Alagan Thangavelu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Virtual Learning Environment ◽  
Young Generation ◽  
Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education.  Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

scholarly journals STUDENTS’ INTENTION TO USE EMOTION-AWARE VIRTUAL LEARNING ENVIRONMENT: DOES A LECTURER’S INTERACTION MAKE A DIFFERENCE?

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 183-218
Author(s):  
Rasheed Mohammad Nassr ◽  
Alia Ahmed Aldossary ◽  
Haidawati Mohamad Nasir
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Structural Equation ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Technology Readiness ◽  
Intention To Use

Purpose – This study explored students’ perspective of using emotion-aware Vertual Learning Environment (VLE) in Malaysia’s higher education institutions. The purpose is to investigate the relationships among dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia’s higher education institutions. Methodology – Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Smart PLS) in two phases: (1) examining the direct effect of students’ attitude on VLE adoption intention and (2) examining the indirect effect of constructs using lecturer interaction as a mediator. Findings – The findings revealed a significant mediating role of lecturer interaction on the relationship between attitude and intention to use VLE across the student cohort. Inhibitors, such as insecurity and discomfort, were less significant in affecting students’ attitude towards emotion-aware VLE. The results indicate that students are motivated to use VLE when lecturers understand their emotions and react accordingly. Significance – This is one of the studies pertaining to emotions in VLE and lecturer interaction in higher education institutions. The results facilitate an understanding of the pedagogical role of lecturer interaction as a practical learning motivation. It is of particular interest to curriculum and e-learning stakeholders looking to improve students’ interactions with the VLE systems. Apart from extending the current literature, this study has significant practical implications for education management in higher learning institutions. Keywords: Emotion-Aware VLE, Technology Readiness Index (TRI), Attitude, Intention to Use, Lecturer Interaction, online learning, Smart PLS, Higher Education.

Analysis of engagement metrics vs student attainment using multiple sources across physical and virtual spaces: A case study.

2020 ◽  
Author(s):  
Caudia Wascher ◽  
Isobel Gowers ◽  
Matt East
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Virtual Learning ◽  
Individual Learning ◽  
Virtual Learning Environment ◽  
Multiple Sources ◽  
Student Behaviour

Learning analytics, referring to the collection and analysis of data regarding the progress of learners, allows higher education institutions and individual academics to make data driven decisions regarding their teaching approaches and support they are providing. Further, they provide students with an opportunity to take control of their own learning, as they are gaining a better understanding of their own performance and can make informed decisions about their own learning progress. In early 2020 a global pandemic forced higher education institutions worldwide to quickly move teaching online. We argue that under these circumstances, detailed learning analytics provide a unique opportunity to understand student behaviour and support individual learning. We present a case study analysing engagement metrics and their relationship to student attainment in four courses in the area of behavioural biology, over a time period of two years pre-pandemic. Multiple sources of student engagement in the physical (attendance at lectures) and virtual space (access and engagement with online learning resources) were used. Our results show that grades of students were significantly affected by type of assignment, with grades being lower in exams compared to other types of assignment. Grades were not significantly affected by level of studies, gender and country of origin (UK versus non-UK). With regards to engagement metrics, grades significantly increased with percentage of attendance in class, percentage of resources accessed on Canvas and library access. Students accessed lecture notes longer compared to other resources. Physical attendance in class over all courses and levels of studies averaged at 55 %. Online, students accessed on average only 32 % of resources provided in the virtual learning environment. Students accessed the majority of the courses in the same week when materials were discussed in class compared to the weeks before and after. Our results show that both engagement with materials in the virtual learning environment and attendance in class are positively correlated with student achievement. We cannot make any inferences about the causality of this effect and it is likely that better students in general are more engaged. Our project provides detailed in-depth insight into student behaviour and reveals that students overall do not engage with all materials provided, resulting in an incomplete learning experience. We suggest that detailed data on engagement of students with individual resources can be used to better understand and shape individual learning experiences of students.

Integrated Multi-Agent-Based eLearning System as a Strategy to Promote Access to Higher Education in Africa

2015 ◽  
pp. 322-342
Author(s):  
Geoffrey Nafukho Omulayi ◽  
Peter Barasa Wawire
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Learning Processes ◽  
The Internet ◽  
Access To Higher Education ◽  
Educational Content ◽  
Agent Based ◽  
Multi Agent ◽  
The Cost ◽  
Education In Africa

In this chapter, the authors present the integrated multi-agent-based eLearning system as a strategy to promote access to higher education in Africa. The integrated multi-agent eLearning system breaks through the traditional barriers of time, location, and the cost of delivering educational content. The power of the Internet in an educational context has always been that it simplifies access to content and contact with the experts. An agent-oriented methodology is used in this chapter to demonstrate how multi-agents can help to design an eLearning system. This integrated multi-agent-based eLearning system brings in merits of portability, convenience, collaboration, instant response, and multi-literacies, and provides solutions in cases where expertise is distributed all over Africa. Given the rising population in Africa and scarcity of qualified professors in higher education, the best strategy is to implement the designed eLearning system to help support the learning processes in higher education institutions.

Formação docente em EAD para processos híbridos

2019 ◽  
Vol 14 (31) ◽  
pp. 198-211
Author(s):  
Maria Cristina Marcelino Bento ◽  
Maria Cristina Marcelino Bento ◽  
Neide Aparecida Arruda de Oliveira ◽  
Luciani Vieira Gomes Alvareli ◽  
Paulo Sérgio De Sena
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teacher Training ◽  
Learning Environment ◽  
Higher Education Institutions ◽  
Virtual Learning ◽  
Education Institution ◽  
Virtual Learning Environment ◽  
Enseñanza Superior ◽  
Formación Docente

RESUMO A pesquisa está inserida no projeto de pesquisa intitulado Propósito do uso do Ambiente Virtual de Aprendizagem (AVA) em uma Instituição de Ensino Superior Salesiana. A atividade analisada é uma das ações do Programa Institucional de Formação Docente do Ensino Superior (PIFORD) em parceria com o Núcleo de Educação a Distância NEAD de uma Instituição de Ensino Superior Salesiana. A parceria relatada ofertou um curso sobre docência e formação em EAD aos docentes da IES. A problemática da pesquisa foi direcionada pela indagação: como se dá o uso do AVA por docentes que realizaram curso de formação para a EAD? O objetivo do estudo tem como foco conhecer a avaliação dos docentes em relação ao curso que realizaram sobre docência online e verificar a apresentação da aula híbrida pelos docentes que concluíram o curso da seguinte forma: terminaram todos os módulos do curso dentro do prazo e tiveram nota máxima no trabalho final. O curso foi elaborado e ministrado por nove docentes especialistas em EAD de duas IES, com apoio da equipe NEAD. Adotou-se a pesquisa-ação como metodologia, uma vez que esta propõe o auxílio ao processo de ação-reflexão sobre formação docente. Os resultados mostraram que um pequeno número de docentes realizou com êxito o curso, o que demonstra uma demanda de investimento no processo de uma formação consciente de docentes para a realidade do EAD e sua relevância no processo de ensino aprendizagem, mesmo em modelo presencial de ensino.   Palavras-chave: EAD- Moodle Ensino Superior. Formação docente. Salesiana. ABSTRACT   The following paper is part of a study called Propósito do Uso do Ambiente Virtual de Aprendizagem (AVA) (The Purpose of using the Virtual Learning Environment) in a Salesian Higher Education Institution. The activity analyzed is one of the attributions of the Programa Institucional de Formação Docente do Ensino Superior (PIFORD) (Institutional Program of Teacher Training of Higher Education) associated with the Núcleo de Educação a Distância (NEAD) (Distance Education Center) of a Salesian Higher Education Institution. Such association offered a teacher training course in Distance Education to Higher Education Institutions faculty members. The reason for writing such paper was guided by the question: “How do teachers who have taken the Virtual Learning Environment training course use such tool?” The objective of the study is to know the teachers’ opinion regarding the on online teaching course they have taken as well as to verify how those ones who concluded all the modules on time and got A+ in their final paper performed a hybrid class. The course was built and taught by nine expert Distance Education teachers from two Higher Education Institutions having the support of a NEAD team.  The authors used the research-action methodology since the study deals with teacher training.  The results show that a few teachers concluded the course successfully, which proves the need of investment in training courses focused on Distance Education and its relevance towards the teaching learning process even when it comes to face-to-face teaching.   Keywords: Distance Education - Moodle Higher Education. Teacher training. Salesian.       RESUMEN La investigación está inserta en el proyecto de investigación titulado Propósito del uso del Entorno Virtual de Aprendizaje (AVA) en una Institución de Enseñanza Superior Salesiana. La actividad analizada es una de las acciones del Programa Institucional de Formación Docente de la Enseñanza Superior (PIFORD) en asociación con el Núcleo de Educación a Distancia NEAD de una Institución de Enseñanza Superior Salesiana. La asociación relatada ofreció un curso sobre docencia y formación en EAD a los docentes de la IES. La problemática de la investigación fue dirigida por la indagación: ¿cómo se da el uso del AVA por docentes que realizaron curso de formación para la EAD? El objetivo del estudio tiene como foco conocer la evaluación de los docentes en relación al curso que realizaron sobre docencia en línea y verificar la presentación de la clase híbrida por los docentes que concluyeron el curso de la siguiente forma: terminaron todos los módulos del curso dentro del plazo y tuvieron nota máxima en el trabajo final. El curso fue elaborado y ministrado por nueve docentes especialistas en EAD de dos IES, con apoyo del equipo NEAD. Se adoptó la investigación-acción como metodología, ya que ésta propone la ayuda al proceso de acción-reflexión sobre formación docente. Los resultados mostraron que un pequeño número de docentes realizó con éxito el curso, lo que demuestra una demanda de inversión en el proceso de una formación consciente de docentes para la realidad del EAD y su relevancia en el proceso de enseñanza aprendizaje, incluso en modelo presencial de enseñanza.   Palabras clave: EAD- Moodle Enseñanza Superior. Formación docente. Salesiano. DOI: http://dx.doi.org/10.22169/revint.v14i31.1432

scholarly journals Design and Development of A Single Page and Web-based Responsive E-learning System for Higher Education Institutions

2019 ◽  
Vol 15 (2) ◽  
pp. 85
Author(s):  
Muhammad Lookman Hossain Khan ◽  
Agus Setiawan ◽  
Iwan Kustiawan
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Higher Education Institutions ◽  
Learning System ◽  
The Internet ◽  
Application Development ◽  
Web Based ◽  
Live Chat ◽  
E Learning ◽  
Development Approach

Students now use not only computers or laptops, but also small devices such as mobile phones. The students at higher education institutions spent a lot of time on the internet to find the course materials. Sometimes the teacher sends the materials, but the students who are willing to take a specific course of a semester cannot get a brief concept of the course on before starting the semester. There is now a lot of online education systems on the Internet, but few are a single page and responsive. The purpose of this research is to develop a single page, responsive and web-based e-learning system. The method used in this research is the Rapid Application Development approach which has six stages of the development process, namely Planning, Analysis, Design, Implementation, Testing, and Maintenance. This research was conducted in the Faculty of Technology and Vocational Education, Universitas Pendidikan Indonesia. The students and teachers from the Department of Mechanical Engineering Education participated in this research. The results of this research indicate that with fully functional live chat, the OpenCourseWare system has a high usability test score, highly responsive and awesome features. The OpenCourseWare system is responsive and ajax-based mobile-friendly system that can be used by higher education institutions as an e-learning system based on the results obtained.

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

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