Technology Adoption in Higher Education

This chapter presents the results of a study on faculty perceptions and practices regarding the use of videos and other technological tools in higher education. The research was developed within the scope of the EU project RELOBIE: Reusable Learning Objects in Education (2014-1-FI01-KA200-000831). Through a cross-national, in-depth survey of faculty members in four partner countries, the study has gathered some useful insights into instructors' perceptions, motivations, and experiences regarding the use of digital videos and other technologies for personal, professional, and instructional purposes. The study has also shed some light into both facilitating and inhibiting factors to the adoption and effective use of videos and other technologies in the higher education classroom.

Blended Learning

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

Status and Quality of E-Learning in Context of Indian Universities

The educational system at all levels in India had been criticized for a long time for lagging behind modern and western education resulting in calls for improvement and transformation. The Internet applications such as E-learning are being considered by many educationists and experts as an opportunity knock at doors of Indian education system to leverage change and reform. Many Universities in India have adopted Learning Management System for E-learning purpose that has been identified as the most acceptable and a foreseen Tool present to tame various challenges in education. In this chapter, the status and quality of E-learning in Indian Universities has been discussed to fill the void in the literature on this particular topic. Therefore, the first objective of this study is to discuss the current Status and present an analytical overview of Learning Management System in Indian Universities. The second objective of this study is to evaluate Learning Management System by collecting facts about its diffusion, acceptance and its use in Indian Universities.

Networking International Student Collaboration and Experiential Exercise Projects

This paper has the aim to analyze and to reflect on the experiential exercise from the point of views of instructor and students attending University Center of Economic and Managerial Sciences at University of Guadalajara and participating in the “X-Culture International Student Collaboration Project” as a professional, inter-personal and inter-institutional networking platform. Key words: Experiential exercise projects, international student collaboration program, inter-institutional, networking, professional development, inter-personal.

Teaching Basic Astronomy Concepts to Pre-Service Teachers Using 3D Virtual Environments

The study examines the use of two 3D virtual environments for teaching basic Astronomy concepts, to pre-service teachers. The motivation was the fact that pre-service teachers know very little about Astronomy and that the virtual environments can be used as tools for successfully teaching concepts related to this scientific field. Two online courses were also developed, in order to compare the learning outcomes. A hundred and twenty randomly selected students from the Department of Primary School Education, University of the Aegean participated in the study, divided into six groups. Two groups used the virtual environments, two groups used the online courses, while the last two were the control groups. Data was collected using evaluation sheets, questionnaires, and log files. Data analyses indicate that even though all groups that used an application showed significant progress regarding knowledge acquisition, the groups that used the virtual environments had better results. Implications are also discussed.

Developing Technology-Centric Best Teaching Practices for Higher Education

In this chapter, the authors present a case study that describes their experiences in identifying and addressing technology-related challenges in higher education. Based on their experiences, they illustrate how higher education institutions can foster and cultivate faculty expertise and skills in order to enhance their online course development programs and improve the quality of courses and the success of students. The authors' work has focused on the following topics: best practices for online teachers, best practices for and the effects of using conditional release in online classes, and strategies for balancing online teaching activities. All of this work takes a technology-centric perspective on online learning in higher education. Using these domains as examples, the authors describe how administrators can encourage faculty cooperation and collaboration as their institutions implement effective technology-centric strategies.

Foreign Language Learning

This chapter reveals the overview of Computer-Assisted Language Learning (CALL) in foreign language learning; the overview of mobile technology in foreign language learning; the overview of Mobile-Assisted Language Learning (MALL); the overview of web-based language learning; Facebook applications in global education; social media applications in foreign language learning; and the significance of social media in foreign language learning. Through CALL, MALL, and social media applications, teachers and language learners can go online to read or listen to the learning material about different areas of interest, and can write or speak about what they have discovered, telling others in the foreign language class or other classes elsewhere in the world. Technology tools enable teachers to differentiate instruction and adapt classroom activities, thus enhancing the foreign language learning experience in global education.

Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design

Distance educational courses and programs, either fully online or hybrid, have been a major contributing factor in the shift that is felt in the academic landscape which now offers a variety of instructional modes, welcomes adult and non traditional learners, and offers a wider variety of curricular offerings reflecting current market trends. While a high percentage of students take classes online, adult learners particularly benefit from the flexibility and accessibility offered by online education. Yet, adult learners are more likely to be intimidated because of their lack of familiarity with this new learning paradigm. This chapter examines online and adult learners programming as well as strategies to address their needs, and presents the results of an evaluation that examined the effectiveness of an Online Adult Learner-Focused Program. The results of the study found various levels of student satisfaction with online adult learner-focused courses and as it relates to meeting the objectives of the program. Implications and recommendations for instructors, program coordinators and administrators are also discussed.

Assessment of Competence Research and Innovation in Higher Education

The research's main objective was to assess the levels of development of innovation and research skills of the graduates of graduate programs in administration. The previous literature consulted for the study is made up of the contributions of Hernández, Alvarado, and Luna (2015), Amarista (2014), Valdés, Vera, and Carlos (2012b), and Vila, Dávila, and Ginés (2010). The type of study was a quantitative methodology employed a cross-sectional exploratory - descriptive. The instrument designed to obtain field information was based on a Likert scale questionnaire. The sample consisted of 126 graduates distributed in three graduate management programs. The main results of the study were that graduates globally have inadequate control of their innovation skills and a moderate level of development of their skills in research. The main conclusion of the investigation was that it is transcendental to consider the innovation as a strategic area not only in education but also in the economic and social system of a country.