Platform In Higher Education Research Articles

Digital Platforms in Higher Education: Opportunities, Challenges, and Strategies

Abstract: Higher education institutions' adoption of digital platforms has grown rapidly in recent years. These platforms have transformed teaching and learning, providing innovative access, engagement and collaboration avenues. The emergence of digital platforms owes much to technological advances and the spread of Internet connectivity, making it easier for universities to utilize digital platforms for education. At the same time, the growing demand for flexible and personalized learning experiences has driven the adoption of digital platforms, which provide anytime, anywhere access to educational resources. However, adopting digital platforms also poses several challenges and important issues. This study aims to explore the role of digital platforms in higher education, focusing on identifying the opportunities they offer and the challenges they face for universities. This research is relevant to a wide range of stakeholders in the higher education sector, providing valuable insights for universities considering or implementing digital platforms and being beneficial to policymakers and educational organizations shaping the future of higher education.

Correction to: Theoretical and empirical models underlying the teaching use of LMS platforms in higher education: a systematic review

Correction to: Theoretical and empirical models underlying the teaching use of LMS platforms in higher education: a systematic review

Assessing e-learning platforms in higher education with reference to student satisfaction: a PLS-SEM approach

Assessing e-learning platforms in higher education with reference to student satisfaction: a PLS-SEM approach

Theoretical and empirical models underlying the teaching use of LMS platforms in higher education: a systematic review

AbstractThe Learning Management Systems (LMS) have garnered attention in Higher Education due to their significant potential as a robust learning tool; however, their mere existence does not guarantee adoption and acceptance. The objective of this study was to analyze quantitative research on the intention and usage of LMS among university professors. The method employed was a systematic review following PRISMA guidelines. Databases such as Scopus, WOS, EBSCOhost, and SciElo were explored from 2013 to 2023. The results indicated that (a) the most frequent objective was to determine factors influencing LMS usage, (b) the average number of participants was 239, (c) the highest productivity (61%) was observed in Asia, (d) the most common limitation about the sample, (e) the most frequently used theoretical model (69%) was the Technology Acceptance Model, (f) the models also included other variables grouped into personal, technological, social, and institutional factors; (g) The predictive power of the models on LMS usage intention was moderate, while for current LMS usage, it ranged from small to moderate; (h) measurements were self-reported; (i) ultimately, the majority measured only the intention of LMS usage (54%), 15% measured only the current usage of LMS, and 31% measured both. In conclusion, limitations, future research directions, and recommendations for the integration and consolidation of LMS usage by faculty are presented.

Transforming higher education: a decade of integrating wikipedia and wikidata for literacy enhancement and social impact

AbstractThis study examines a decade-long implementation of a course model leveraging Wikipedia and Wikidata as primary educational platforms in higher education. In alignment with the UNs’ SDG 4, this initiative emphasized inclusive, equitable education and lifelong learning opportunities. The study scrutinizes the formulation and deployment of three elective courses, rooted in this model, which were designed to augment students’ academic, digital, collaborative, and communication skills through the creation of Open Educational Resources (OERs), achieving significant social impact—evidenced by over 2000 new and 7000 edited articles, accruing 75 million public views. The research addresses three principal areas: the development and application of the model; course outcomes, including OERs produced, academic achievements, and students’ learning experiences; perceived challenges and benefits from the perspective of both students and faculty. A mixed-methods approach was employed to examine data from 17 iterations, involving 616 participants. Students’ learning experience was extracted from post-course questionnaires completed by 70% (n = 429). Findings demonstrate the role of Wikipedia and Wikidata in fostering knowledge creation, digital and data literacies and critical thinking, with the research contributing to the conversation surrounding Open Educational Practices. Findings include details on incorporating issues of diversity, equity, inclusion (DEI) and knowledge gaps into the curriculum design, and map challenges and benefit for students and faculty. This extensive study offers valuable insights into the effectiveness of embedding OERs in higher education, spotlighting the pedagogical implications and social impact of this approach. It discusses the relevance of this educational strategy in the context of Generative AI technologies.

Computer Allied Intelligence in the Education Resource-Sharing Based inContract Deep Learning

A resource-sharing platform is an online space where individuals or organizations can exchange or access various resources, such as knowledge, skills, tools, or assets. These platforms facilitate collaboration and cooperation among users by providing a centralized hub for sharing resources efficiently. In university higher education, a resource-sharing platform serves as a vital tool for students, faculty, and staff to optimize access to a wide array of educational resources. These platforms enable the sharing of academic materials, such as textbooks, lecture notes, and research papers, fostering collaborative learning environments. This paper proposed the proposed method of Distributed Consensus Blockchain Deep Learning (dCBDL) for a resource-sharing deep learning platform in higher education aims to revolutionize collaborative learning and resource utilization. Initially, the dCBDL model uses a blockchain network that serves as the underlying infrastructure for the platform. This blockchain will store transaction records, verify the authenticity of shared resources, and ensure data integrity and immutability. The proposed model uses smart contracts and decentralized storage with a consensus mechanism for data processing in higher education. Finally, the proposed dCBDL model uses the deep learning model for the classification and assessment of student performance in higher education. The proposed model achieves a classification accuracy of 98% which is significantly higher than the conventional techniques such as blockchain architecture and SVM and LSTM classifiers.

Morocco's Webinars Ignite Global Academic Resilience in Doctoral Research

General Background: The COVID-19 pandemic triggered significant disruptions in education worldwide, compelling a shift to online learning across various contexts, including in Morocco. Specific Background: In response to this challenge, the Faculty of Letters and Human Sciences at Mohammed V University in Rabat initiated the "Language, Culture, and Society" (LCS) webinar series. This program provided a virtual platform for doctoral students, aiming to sustain academic progress and emotional well-being during the crisis. Knowledge Gap: Despite the proliferation of online educational initiatives during the pandemic, there is limited research on how such programs specifically impact doctoral students' academic and psychological resilience. Aims: This article aims to explore the transformative role of the LCS webinar series in enhancing the academic journey and personal growth of doctoral students, particularly in alleviating challenges such as despair and reader's block. Results: The LCS webinars emerged as a crucial support mechanism, facilitating academic discourse, skill development, and psychological reinforcement. The program significantly contributed to restoring confidence, refining research trajectories, and fostering a culture of collaboration among an international online community. Novelty: This study provides a unique narrative reflection on the impact of a specific online educational program during a global crisis, emphasizing the dual academic and psychological support offered to doctoral students. Implications: The findings underscore the importance of online platforms in higher education, particularly in crisis contexts. The success of the LCS webinars suggests that similar initiatives could be replicated to support doctoral students globally, offering sustained academic and emotional support through accessible, high-quality online resources. Highlights: Webinar Impact: Enhanced academic progress and growth. Psychological Support: Overcame despair with emotional reinforcement. Global Collaboration: Fostered international scholarly connections. Keywords: COVID-19, online learning, doctoral students, webinars, academic resilience

Virtual Gathering Platforms in Academic Teaching: Potential and Applications

The COVID-19 pandemic resulted in a rapid shift towards online learning where educators and students had to quickly adapt to new digital formats. However, the core aspects of community building and social interaction that are essential to traditional classrooms became challenging to maintain. To address this issue, we were interested in testing Virtual Gathering Platforms (VGPs) Topia and WorkAdventure to see how effectively they could be adapted to various academic teaching and learning settings. These examples of Extended Realities (XR), adopted from the 2D metaverse, aim to improve communication and interactivity in a fun and engaging way, allowing users to create immersive worlds for socialising, and collaborating. Using Technological Pedagogical Content Knowledge (TPACK), Technological Self-Efficacy (TSE) and distributed scaffolding frameworks as a guide, we created adaptable templates of both platforms that not only introduced users to how they work, but also included features flexible enough to suit various academic disciplines and promote social engagement and collaborative learning. We then implemented a case study and invited university educators teaching international courses to adapt the templates and assess them within their own learning settings. In addition, it was important for us to use the on-boarding sessions as a focal point. Here, we introduced the templates through multiple resources and offered one-to-one support to develop their use within chosen learning scenarios which ranged from an icebreaker activity to an online student resource centre. Observations then documented the adapted templates being used with students in these settings, and feedback regarding user perceptions of the platforms and the support strategies used was gathered. The study reveals the complex interplay between user experiences, support strategies, and educational frameworks, emphasising the need for adaptable and collaborative approaches to optimise these platforms in higher education.

Evaluating the Impact of AI-Personalized Learning Systems in Higher Education; Examining how They Affect Academic Performance across Different Age Groups at Kumasi Technical University

Revolutionizing education by introducing innovative methods to enhance student experiences has birthed Artificial Intelligence (AI). This article provided an in-depth overview of AI's educative and transformative influence, particularly concentrating on learning outcomes for students of all ages at Kumasi Technical University. AI amalgamation in education has enabled modified learning experiences tailored towards each learner's unique needs. The purpose of this study sought to investigate the effects of AI-personalized learning systems on academic performance across different age groups in higher education institution. The researcher employed a quantitative research design, using a face-content verified structured questionnaire to collect data from respondents, with expert consultation. Forty-five students from Kumasi Technical University's engineering and procurement departments were selected using the convenience sampling technique. The findings provided valuable insights into the use of AI-driven personalized learning platforms in higher education. The data revealed higher adoption rates among undergraduates compared to postgraduates, and a greater likelihood of use among men than women, highlighting gender disparities and potential areas for targeted support. The predominant use of AI tools by younger students demonstrated their comfort with emerging technology, while the low participation of older students suggested potential adoption barriers. Statistical analyses (Pearson correlation; (r (43) = 0.166, p = 0.265) and linear regression; (R^2 of 0.03), (F (1, 45) = 1.25, p = 0.265) indicated that age did not significantly correlate with academic success in the context of AI use, despite extensive integration of AI learning systems in academic courses. Contrary to expectations that younger students' engagement with AI tailored learning systems would positively impact their academic performance compared to those over thirty, no significant correlation between age and academic achievement was found. These findings underscore the need for further research into other factors that may influence the effectiveness of AI learning systems.

Exploring Digital Learning Opportunities and Challenges in Higher Education Institutes: Stakeholder Analysis on the Use of Social Media for Effective Sustainability of Learning–Teaching–Assessment in a University Setting in Qatar

The use of social media (SM) platforms in higher education has seen significant growth since the global pandemic disrupted traditional learning methods and forced stakeholders to explore alternatives. This trend is expected to continue with the rise of newer digital learning platforms, tools, programs and pedagogies, particularly within the context of the Fourth Industrial Revolution and the evolution towards Education 4.0 and Education 5.0. Despite a significant level of research into SM’s role in informal learning, there has been limited exploration of its integration into pedagogical practices, particularly regarding assessment challenges and innovations in university settings. Additionally, there is scarce research on mobile applications in academics, hindering the effective integration of SM platforms into curricula. This study addresses these gaps by examining stakeholder perceptions of using SM for educational purposes in a university setting in Qatar. Following a comprehensive and comparative literature review and analysis, a thematic analysis of interviews with 20 stakeholders revealed that SM platforms go beyond communication, serving as tools to enhance professional identity, reputation, research profiles, knowledge dissemination, and social practices, but they lack methodologies to integrate effective learning, either independently or in formal learning/teaching/assessment settings. This study proposes a framework to optimize the use of SM platforms, with a particular focus on sustainability, for lifelong learning and knowledge-based societies leading to more sustainable and prosperous economies. The findings encourage the reconsideration of digital assessment and the expansion pedagogical practices in alignment with modern social learning through an expansive array of SM tools and platforms.

Improving the training on creating a distance learning platform in higher education: evaluating their results

The COVID-19 pandemic has had a profound impact on the world, and one of the many changes it has brought about is the shift to distance learning in Kazakhstan’s universities. However, both teachers and students were ill-prepared for this sudden change. In some remote villages, lack of internet access meant that students had no access to online classes at all. To address this issue, universities had to rent foreign platforms, but these platforms had inadequate information security measures in place. To address these challenges, it is necessary to create a robust and secure independent platform for distance learning. This platform will be particularly important for training teachers of “Informatics” in the context of distance learning. This article presents methods and schemes for creating a distance learning platform specifically for training computer science teachers. The introduction of the “Education-Online Platform” discipline at the university has yielded promising results. As a result, a distance learning platform has been created, and this new discipline has been introduced and tested in the educational program of a particular university in the training of future specialists.

Use of Digital Platforms Among University Students: A Systematic Literature Review

Digital platforms have a high potential for supporting learning processes, especially in higher education. However, there appears to be a limited systematic review of research on the application of digital platforms in higher education. Using a systematic approach, this study analyzes previous research on digital platforms and how these technologies assist university students in their studies and the challenges involved. Examining 76 relevant articles from Scopus, Emerald Insight and ProQuest databases, the findings demonstrate that students' personal development could be accelerated by the practical application of technology through digital learning platforms. Furthermore, by utilizing digital channels, the COVID-19 epidemic has highlighted how crucial strategic management and flexibility are to the higher education sector. The study identified two main themes: digital platforms that support students’ learning and challenges associated with the deployment of digital platforms. Various unexplored areas on the use of digital platforms among university students are highlighted in the study. The review further recommends higher education institutions to offer digital literacy programs that educate students and faculty on using digital platforms, online privacy and data protection.

Importance of Remedial Teaching of English for Indian Higher Education Students from Rural Background

The importance of English language competency cannot be ignored in the globalised world, especially for students in India, where English serves as a bridge language and a platform for higher education and career prospects. As stated by Bansal and Deepika, “The place of English language has been elevated to its highest in the global India. It is considered as key to 'quality education' and 'window to world and opportunities'.” (Bansal and Deepika 30). However, students from rural origins have to struggle greatly to acquire sufficient English language competency, which affects their academic achievement and employment. This paper aims to investigate the importance of remedial English instruction for Indian college students from rural backgrounds, examine the socio-economic and educational elements causing their language problems, and suggest efficient ways to carry out remedial measures.

Attitudes and practices of educational researchers towards the use of social media to disseminate science

In recent years, there has been a notable increase in the use of digital platforms in higher education and science. This tendency has impacted how knowledge is produced, accessed and disseminated, considering the Internet and social media strategies. This study seeks to investigate the attitudes and practices of educational researchers when it comes to sharing science on social media. An online survey ( N = 487) was used to measure participants’ motivations for using or not social media, frequency of use, attitudes and practices for sharing scientific research and sociodemographic characteristics. Overall, findings reveal that there is high support for the use of social media for academic purposes. Most researchers prefer to publish full results over partial results. The researcher’s perception of the importance of social media is greater than the actual use of them. Finally, we identify some of the main reasons that facilitate or limit the academic use of social media, thus contributing a contextualised reflection on such use.

Enhancing E-Learning Platform for Higher Education

The use of e-learning platforms in higher education has grown in popularity in recent years. Systematic study into the efficiency and improvement of these platforms is still necessary, though. This report does a thorough analysis of e-learning websites for higher education in an effort to close this gap. Utilizing both qualitative and quantitative techniques, such as literature reviews, data analysis, and user surveys, we examine the main features of e-learning websites and how they affect students' educational experiences in higher education settings. The research's conclusions offer insightful information about the layout, operation, and usability of e-learning environments, with potential applications in raising student happiness, learning results, and engagement levels. Keywords—E-Learning, Higher Education, Educational Technology, Learning Management Systems, User Experience, E-Learning Platforms, Student Engagement, Online Learning

E-learning platforms in higher education: A comparative review of the USA and Africa

This comparative review explores the landscape of e-learning platforms in higher education, drawing distinctions between the United States and Africa. As technology continues to transform education globally, understanding the nuanced approaches and challenges faced by these regions becomes paramount. In the United States, a leader in educational technology, e-learning platforms have become integral to higher education institutions. This study examines the diverse platforms utilized, ranging from learning management systems to specialized tools fostering interactive and collaborative learning experiences. The analysis also delves into the role of Massive Open Online Courses (MOOCs) and their impact on access to education.In contrast, the African continent exhibits a varied and evolving e-learning terrain, shaped by economic, infrastructural, and cultural factors. The study reviews how African higher education institutions are adapting to digital transformation, emphasizing the unique challenges faced in the implementation of e-learning platforms. Accessibility, connectivity issues, and the digital divide present formidable hurdles, yet innovative initiatives and partnerships are emerging to address these constraints.A comparative lens is applied to elucidate commonalities and disparities in e-learning adoption between the USA and Africa. Policy frameworks, funding mechanisms, and institutional support for e-learning initiatives are scrutinized, revealing how governmental and organizational strategies influence the trajectory of digital education. The study also considers the role of e-learning in addressing socio-economic disparities, particularly in Africa, where digital education has the potential to bridge gaps and enhance educational inclusivity.The implications of these comparative findings extend beyond the technological realm, touching upon pedagogical shifts, student engagement, and the future of higher education. As the world navigates the complexities of the digital age, this comparative review contributes to a broader understanding of how e-learning platforms are shaping higher education in the USA and Africa, offering insights for policymakers, educators, and stakeholders invested in advancing educational opportunities in an increasingly interconnected world.

EdTech-mediated outsourcing and casualisation of academic labour

Located at the intersection of scholarship on critical higher education (HE), the casualisation of the academic workforce and studies of digitalisation and online platforms in Higher Education (HE), this article examines the impact of online programme management companies (OPMs) on academic labour. OPMs partner with universities to provide core teaching functions while relying on the labour of increasingly casualised, often outsourced academics. We use a composite case study to illustrate how OPMs work in partnerships with universities to reorganise academic work. We discuss this model vis-a-vis the theoretical concepts in the digital HE, platform labour and sociology of work literature, elaborating on how the new forms of casualised labour in HE undergo real subsumption by technology-mediated programmes operated by OPMs. On this foundation, we discuss the possible implications and draw out questions for future research and trade union activity, two arenas where, we argue, more attention needs to be paid urgently to casualisation and the outsourcing of teaching through digital platform-mediated programmes.

Rethinking the creation of open educational resources: a model for virtual learning platforms in higher education

Rethinking the creation of open educational resources: a model for virtual learning platforms in higher education

Navigating online learning challenges and opportunities: Insights from small group of lecturers during pandemic

The implementation of e-learning platforms in higher education offers opportunities to enhance education quality and increase access to flexible learning. However, challenges arise, including limited guidance for students, high dropout rates, and obstacles faced by instructors. This qualitative case study explores the challenges and opportunities of online learning from instructors' perspectives. Data was collected through a survey administered to 23 instructors, and thematic analysis was conducted to identify the themes of challenges and opportunities. Findings reveal challenges in interaction, practical session delivery, monitoring, assessment, and identity verification. Institutional support challenges include insufficient training and socialization. Individual Challenges encompass digital skills, health concerns, and fatigue. Technological challenges involve availability, integration, capacity, and network-related issues. Despite these challenges, online learning provides opportunities for time effectiveness, flexibility, personal development, innovative teaching methods, and collaboration with external experts.

Metaverse in Academia: Redefining Higher Education’s Future

Abstract The rise and development of meta-universe technology provide innovative research perspectives for higher education, as well as more opportunities and challenges for the construction of educational and teaching platforms in higher education. In this paper, we design a questionnaire with reference to relevant research and the characteristics of higher education and use the questionnaire to collect data on students’ perceptions of teaching quality and related learning effects in higher education under the application of meta-universe technology. Then, we use correlation analysis and regression analysis to investigate the correlation and influence between the perceived quality of teaching and learning adaptability, academic mood, and learning motivation after the application of metaverse technology in higher education. It was found that the average degree of perceived quality of teaching and learning of higher education students in the environment of meta-universe technology was at a high level (4<M<5), and there was a significant positive correlation between it and students’ learning adaptability (r>0, P=0.002). All the factors of perceived quality of teaching, except for content interestingness, had a significant effect on students’ learning ability adaptation (P<0.05). The development strategies proposed in this paper from the aspects of meta-universe technology development, data protection, and sharing provide valuable references and lessons for the construction and development of meta-universe technology in colleges and universities.