Technology In Higher Education Research Articles

Conditions for the Effective Use and Development of Distance Learning Technologies in Higher Education and Further Education of Adults

Conditions for the Effective Use and Development of Distance Learning Technologies in Higher Education and Further Education of Adults

Проблемы и перспективы исследований здоровьесбережения в образовательной среде вуза: теоретический обзор

The publication is a review of Russian scientific and pedagogical literature, which aims to identify the most pressing issues in the field of health protection for students and teachers of higher education institutions. More than one hundred printed and electronic sources on pedagogy, psychology, medical sociology and educational sociology from 2020 through 2022 served as the material for the analysis. Scientific novelty of the study lies in determining current tasks and identifying promising areas of pedagogical research in the field of ensuring health protection for all subjects of the educational process in higher education. As a result, the thesis research of 2020-2022 on the topic under consideration has been analysed. The methodological foundations have been determined and new trends in the implementation of the health protection policy of universities have been identified, models and technologies for the formation of healthy lifestyle skills, stereotypes of health protection behaviour and students’ health culture in general have been classified. The advantages and risks of higher education digitalisation in terms of their impact on the health of students have been assessed. The prospects for implementing health protection technologies in higher education have been described.

EdVee: A Visual Diagnostic and Course Design Tool for Constructive Alignment

The adoption of digital technologies in higher education offers new opportunities for student learning but also adds complexity to course design and development processes. Although practice varies across institutions and nations, a common response is that teams of people are now involved in the development and creation of blended and online courses. Members of such teams typically include instructional designers, academics, learning designers and technologists, and production teams, and courses are developed over time, often across separate locations and organisations. These factors are creating a need for tools that support the sharing of design information in distributed course design teams. This paper introduces such a course design tool, EdVee, which supports pedagogical innovation through the sharing and visualisation of constructive alignment of learning outcomes, content, learning, and teaching activities and assessment. Key concepts that underpin EdVee are drawn from systems engineering and product development. We demonstrate its value to course design through two case studies: the design of a new course and the evaluation of an existing course.

A Literature Review of E-Learning Technology in Higher Education

The increase in the use of E-learning during the COVID-19 pandemic as a consequence of the call for Work From Home (WFH) is increasingly massive. In contrast to regular times, E-learning during the COVID-19 pandemic depends on available home resources. Technology plays an essential role in supporting the implementation of e-learning which must consider the resources available at home. This research is a systematic literature review using database sources from ScienceDirect and Emerald. The inclusion criteria are research that discusses e-learning in higher education during the COVID-19 pandemic (2019-2020) from a computer science perspective. An exclusion criterion is research examining e-learning in higher education from sources outside ScienceDirect. The search results from ScienceDirect obtained 518, and Emerald got 66 relevant articles. The next stage is reviewing abstracts and titles that focus on technology in e-learning on the lecturer and student side; We obtained 23 articles and then checked them in full text. This literature study shows that technology as a support for e-learning systems during the COVID-19 period in universities needs to consider the resources available at home, namely infrastructure and applications for students and teachers, for future work in the research of friendly e-learning technology to the availability of resources at home.

Learning with Augmented Reality Technology in Higher Education

Augmented Reality (AR) ist eine Technologie zur Anreicherung der Wahrnehmung der realen Umwelt mit virtuellen Elementen durch Geräte wie Smartphones, Tablets oder spezielle AR-Headsets wie die HoloLens. AR wird ein grosses Potenzial für den Einsatz in der Bildung zugesprochen. Die Erforschung ihres Einsatzes in der Bildung, insbesondere in Bezug auf die Lehrpersonenbildung, ist jedoch noch lückenhaft. Die Praktikabilität für den Einsatz von AR, der Einfluss auf die Lernprozesse und mögliche Herausforderungen, wie Usability oder Ablenkung, müssen vertieft untersucht werden. Da Lehrpersonen eine zentrale Rolle im Bildungsprozess einnehmen und deren Einstellungen für den Technikeinsatz entscheidend sind, wurde mit 18 angehenden Sekundarlehrpersonen an der Pädagogischen Hochschule Zürich eine Videostudie durchgeführt. Dazu wurde der Einsatz der Molekülbrowser-Software Molegram-Scientist auf dem AR-Headset HoloLens im Rahmen einer kollaborativen Lerneinheit explorativ erforscht. Die Auswertungen zeigen, dass trotz der Neuartigkeit der AR-Headsets und der daraus resultierenden potenziellen Herausforderungen die Lernaufgaben konzentriert gelöst wurden. Die Bedienbarkeit erwies sich als zufriedenstellend und der Umgang mit intuitiven Interaktionsmöglichkeiten, wie der Bewegung im Raum oder die Möglichkeiten zur Kollaboration, wurden intensiv genutzt. Übergreifend kann damit festgehalten werden, dass die AR-Technologie für ein kollaboratives Unterrichtssetting geeignet erscheint und weiter untersucht werden sollte.

Embracing Technology in Higher Education: English Teachers' Perspectives in Saudi Arabian Universities

This research article explores the application of technology in the field of English language teaching within the context of higher education in Saudi Arabian universities. As technology continues to evolve rapidly, its integration into educational practices has become essential. This study aims to investigate the perceptions of English teachers regarding the utilization of technology, the challenges they encounter, and proposes recommendations for the enhancement of technology integration in the teaching-learning process. To achieve the study aims, English teachers from ten rural universities across Saudi Arabia responded to a questionnaire, expressing favorable views on the integration of technology in the educational environment. Despite their positive stance, participants highlighted several significant challenges to widespread technology adoption, namely a) inadequate teacher training, b) insufficient facilities (classrooms and laboratories), and c) a scarcity of technological resources (computers). The survey's results underscore the necessity for a well-defined vision and strategy for technology use. Instructors emphasized that the combination of financial incentives and the establishment of a standardized physical infrastructure could encourage widespread adoption.

ИСПОЛЬЗОВАНИЕ ОНЛАЙН-ПЛАТФОРМ И ЦИФРОВЫХ ТЕХНОЛОГИЙ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ РК

The article "The use of online platforms and digital technologies in the system of higher education of the Republic of Kazakhstan" considers the topical issue of using online platforms and digital technologies in the educational process in Kazakhstan. This paper provides an overview of existing national and international projects aimed at developing online education in Kazakhstan. Also shown are the results of a study on students' perception of the possibilities of online education and the level of their readiness to use digital technologies in the educational process, the advantages and disadvantages of online education and digital technologies are considered, recommendations for improving the quality of education when using these technologies in higher education of the Republic of Kazakhstan. The purpose of this article is to study the use of online platforms and digital technologies in the higher education system of the Republic of Kazakhstan. To achieve the purpose, an analysis of scientific publications was carried out, a review of world research, also conducted a survey and interviews among students, teachers and ICT experts of Baishev University and Aktobe Regional University named after K. Zhubanov. The results of the study show that the use of online platforms and digital technologies in higher education of the Republic of Kazakhstan has great potential to improve the quality of education and expand the accessibility of education. However, to use these technologies effectively, barriers must be removed and problems that may limit their effectiveness must be addressed. In general, the article presents scientific findings that can help improve the use of online platforms and digital technologies in higher education in the Republic of Kazakhstan.

Digitalizing Nursing Education Amid Covid-19

The incorporation of digital technologies in higher education has become a research topic actualized by the Covid-19 pandemic, including the re-thinking of theories and ontological assumptions supporting the role of these technologies in blended learning. Using nursing education in urban Sweden as an example, I present a reflexive and postphenomenological analysis of critical incidents during the use of an online assessment software for high stakes exams during the Covid-19 outbreak. Based on the analysis, I argue that the rapid digitalization prompted by the Covid-19 outbreak illuminates the importance of articulating digital technologies in higher education as human-technology relations in light of the philosophy of technology, notably postphenomenology. I conclude that postphenomenology can be helpful to clarify the non-neutrality and multistability of digital technologies and to articulate nuances of the human-technology relation, in blended learning.

Basis of the digital economy: use of information and communication technologies in higher education

The intensification of the processes of the digital economy development is leading to the transformation of the higher education system. Universities are forced to digitalize their own educational, research, international, marketing, financial and economic activities in order to maintain a competitive position in the global market of educational services. The purpose of the article is to study the role of information and communication technologies in the development of the higher education system and to ensure its adaptability to modern challenges of digital economy. To achieve this goal, methods of content analysis, logical generalization, systematization and a structural-functional method are used. In the article, the authors substantiate the urgency of forming a holistic strategy to ensure the adaptability of higher education to the challenges of digital economy. In the structure of this strategy, the information-technological block is singled out and described. The authors specified a set of positive synergetic effects from the introduction of modern information and communication technologies in the activities of universities. The main information threats to the digitalization of higher education related to the protection of personal data and university systems from cyberattacks and fraudulent schemes are identified. In conclusion, the authors detail the measures for the strategy implementation to ensure the adaptability of higher education to digital economy.

Problems of effective use of information and communication technologies in educational institutions of higher education

The article examines the modern process of education and training in institutions of higher education. The article is devoted to the analysis of the role of information and communication technologies in higher education; experience in teaching and problems arising in this regard; opportunities and types used in higher education; the necessity of their application is justified, which is an urgent problem of improving the quality of education through an innovative approach in the conditions of the formation of an information society. Approaches to the process of improving the information and educational environment of a humanitarian university are determined. Recommendations on the formation of a system of advanced technologies of education are given.

The Impact of Online Education on Higher Education in the Context of Education Equity

With the large-scale application of information technology in higher education, online education becomes more important and provides possibility to promote the equity of higher education. This article focus on the impact of online education on higher education in the context of educational equity, analyzes the current situation of higher education equity and online education, the basis that online education can promote higher education and offer the path options to promote higher education.

The use of digital technologies in the preparation of accountants in agricultural universities

All interested parties, including universities, employers’ organizations, their officials associated with the management of the organization, accounting or financial departments and recruiting young specialists in the field of accounting, as well as professional associations, should take part in the formation of “digital” competencies for students and beginner accountants. As part of the study, the regulatory framework for the use of digital technologies in higher education will be studied; materials from Russian and world studies on the practice of introducing and using digital technologies in the training of domestic accountants will be summarized. A significant part of the study is focused on summarizing the concrete experience of training accountants in agricultural universities, leading the ranking of universities “National Vocation”, compiled annually within the framework of the project “Univer-Expert and Academic Critic”.

Usage of Automatic Guided Vehicle Systems and Multi-agent Technology in Higher Education

Today, smart manufacturing is differentiated from many other initiatives by its emphasis on human ingenuity. Human capabilities must be enhanced by intelligently designing a customized solution for a specific domain. For example, Industry 4.0 is based on collaborative robots that digitize and simplify manufacturing processes. In fact, Automatic Guided Vehicles (AGVs) are widely used in intelligent industries due to their productivity, flexibility, and versatility. They are widely considered as one of the most important tools for flexible logistics in workshops. They can move materials and products without a predefined route. Many commercially available AGVs provide a self-guided navigation system to find their way to target workstations. However, many developers and producers of industrial robots face several challenges in designing AGV systems, such as the difficulty of defining a decentralized system decision as well as the discontinuity and complexity of the design process. One of the relevant research areas related to our AGV solution is the establishment of the human-machine industrial relationship and the creation of safe operation side by side.

Tecnologias da informação e comunicação no ensino da Fisioterapia, Terapia Ocupacional e Fonoaudiologia durante a pandemia de COVID-19

Abstract Concerns related to the use of technologies in higher education are recurrent in several countries and areas of knowledge. This exploratory cross-sectional study mapped uses and perceptions of information and communication technologies in teaching Physical Therapy, Occupational Therapy and Speech Therapy during the COVID-19 pandemic in Brazil, using an online questionnaire. The study included 87 academics from Speech Therapy, Physiotherapy and Occupational Therapy courses. With regard to the institutional support received during the pandemic for the use of information and communication technologies in the teaching-learning process, 84 participants manifested themselves, of which 13 (15.5%) declared that this support was poor; 40 (47.6%) that the support was fair, 23 (27.4%) that the support was good, and 8 (9.5%) that the support was excellent. Thematic analysis of 87 responses observed the predominance of three themes: positive perceptions about the use of technologies, perceptions related to adversities in the use of technologies and perceptions related to strategies to improve the use of information and communication technologies in the teaching-learning process, highlighting the perceptions related to adversities. It was noted that remote teaching has disadvantages derived from the potential lack of preparation of the academic community for the use of technologies, as well as specificities related to the field of health, such as the necessary student-patient relationship. Thus, the use of information and communication technologies in teaching these areas demands in-depth attention from higher education institutions and the academic community for the adoption, training and evaluation of innovations.

Enhancement of Technology in Pedagogy and Practice in Higher Education during Covid-19

The Spread of new forms of technology has inundated the learning System of the student at all levels, especially the higher education level. The efficacy of teaching students to keep pace with evolution without understanding how they will learn. This is the start of an endless journey. Students are always fascinated by digital gadgets and interact more when they find new things; this is one of the reasons integrating new technologies, and interactive tools is very important in this stage of the learning process. Adopting technology in higher education is an innovation that does not cause any disruption to traditional learning mechanisms but rather contributes to the learning evolution. Higher education institutions face many challenges when adopting new technology to their pedagogical style and teaching method because of the growing student numbers and the application of these techniques and methods for students from Different categories and timing. The flipped learning approach we adopted helped us start our Journey smoothly during the Covid 19 pandemic. In continuation to the approach that we adopted of giving students a different and fulfilling learning experience, Middle East College is working on improving the implementation of flipped learning redefined in the context of Online and blended learning. During this phase, the main aim is to enhance the effectiveness of flipped learning in online teaching in delivering and planning synchronous and asynchronous Activities. Also, it helps to improve the interaction of the students with the given materials. This study focuses on enhancing technology in pedagogy and practice in higher education. Where will this study identify the staff member's technological needs and how learning was influenced? In addition, it will highlight the mechanisms used to facilitate the collaboration and interactions between students and Faculties to improve the learning experience, inspire students to learn in an active environment, and encourage Learning Ownership for Lifelong learning.

ONLINE TECHNOLOGY AND IMAGING PROCESS

The article deals with the issue of using modern technologies in the implementation of the concept of continuous education, enshrined in all relevant state documents. A brief analysis of the scientific and pedagogical literature on the topic of the study showed that in the 70s of the last century the idea of lifelong education received support in almost all countries and became the main principle of educational transformation. At present, the widespread use of information and communication technologies in educational practice creates the possibility of distance learning. The article discusses the advantages and disadvantages of using online technologies in higher education as a form of distance learning. Particular attention is paid to the possibilities of online learning in various specialties and areas of study. Based on the results of a survey conducted among students of various forms of education, a comparative analysis of their readiness to use information technology was carried out.

“Expanding our pedagogical imagination”: Faculty Experiences with Scholarly Digital Storytelling across Disciplines

Despite growing pressure to increase technology-enhanced assessment, research has repeatedly demonstrated a lack of widespread meaningful integration of technology in higher education. This is in part due to faculty reluctance which is compounded by lack of training and incentives. This qualitative research grounded in the scholarship of teaching and learning (SoTL) is based on in-depth interviews with 25 faculty internationally, across disciplines and teaching contexts, who integrated scholarly digital storytelling into their pedagogy. It examines their motivations for adopting this technology-enhanced assessment and their experiences implementing it, including increased engagement and student learning. It further explores challenges faced and lessons learned that may prove valuable in supporting the expansion of technology-enhanced assessment across disciplines.

MODERN EDUCATIONAL TECHNOLOGIES AND ITS PROBLEMS

Modern educational technology in higher education is about problem-based learning, research and problem-solving. The purpose of problem-based learning is to find answers to educational problems, problems and questions in the process of working with students, to acquire new knowledge by solving them, to create and solve problem situations in the educational activities of students. With the help of problem-based learning, students develop a research approach to solving learning problems and specialization issues, the formation of independent learning skills.

Exploring the Influential Factors Affecting Staff Willingness to Adopt Augmented Reality

Adopting modern learning technology such as Augmented Reality (AR) technology in higher education has become a demand to enhance teaching and learning performance and motivate students to acquire effective learning processes. Yet, the readiness of universities to adopt modern learning technology, such as AR applications, in developing countries, particularly in Saudi Arabia, is considered one of the critical issues to ensure the AR system’s success. This study aims to explore the factors that influence the academic members’ willingness in Saudi Arabian higher education to adopt modern learning techniques such as AR technology. To test the model, a quantitative survey using a questionnaire with a five-point Likert scale was applied in this study to collect the data. The study was conducted among a sample of 228 academic members and e-learning staff. Based on the analysis, the study found that perceived usefulness and perceived pedagogical contribution are important predicting factors for academic members’ willingness to employ AR in Saudi Arabian higher education teaching. The findings from this study provide insights that assist further studies regarding AR integration factors in higher education. This study contributes to the literature by developing a theoretical and conceptual framework of critical success factors for AR incorporation in Saudi Arabian (SA) universities.

METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA

ABSTRACT: Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem-solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location, and which methodologies are preferred in the context of these courses. From the results, we observe a growth in scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see research in this field on all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It indicates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.