Technology In Higher Education Research Articles

Architectural Modernization of Main University Building in Novocherkassk

The development of the material and technical base of universities is one of the priority areas of the state policy in the field of creating personnel and technological sovereignty of the country. The high level of modern engineering support and teaching technologies in higher education requires modernization of university buildings throughout the country, some of which are cultural and architectural monuments.Purpose: To consider the possibility of architectural modernization as a means of developing the university's material base on the example of the main university building in Novocherkassk, which is an architectural monument of federal significance.Research findings: Based on an analysis of current problems of this building, of architectural modernization concept is proposed with a change in its functional and space-planning organization.

Features of Distance Educational Technologies within the Framework Implemented by the Federal State Educational Standard

This article discusses the main normative documents regulating the forms and levels of professional training of students. Special attention is paid to the features of distance learning technologies (DOT) implemented as part of correspondence education at the agrarian University. The purpose of the research article is the application of new educational technologies in higher education. Research methodology and methods: theoretical analysis and descriptive method, including methods of comparative analysis of developed materials. In the course of this work, a comparative analysis of educational and methodological complexes of disciplines developed by the teaching staff was carried out. The results of the study. The university has developed an approximate structure of methodological materials, which includes an educational and methodological manual, funds of evaluation tools and additional educational and methodological materials. The approximate structure of the lesson in blocks is revealed: organizational, student and certification. Conclusion. Based on the studied materials, a generalizing conclusion can be drawn. The developed regulatory framework clearly regulates the organization and procedure for conducting distance learning.

ВНЕДРЕНИЕ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА В ПРАКТИКУ ВЫСШЕЙ ШКОЛЫ

The article provides an analysis of domestic and foreign publications on the use of artificial intelligence in higher education. The question of the possibility of using artificial intelligence technologies in higher education is raised. The possibilities and risks associated with the introduction of artificial intelligence into the educational process are noted. Among the main threats to the education system are issues related to the ethical use of technology, academic dishonesty on the part of students, a decrease in their motivation, ability to reason, and the emergence of intellectual laziness. The results of surveys of teachers and students devoted to the study of attitudes towards the possibilities of using new technologies in the learning process are presented. Students tend to have a more positive assessment of the use of artificial intelligence in higher education, while concerns, skepticism and fear are noted on the part of the teaching staff. Teachers assess their knowledge and skills in the field of artificial intelligence as insufficient and are ready to improve their skills in this area. The ambiguous attitude of the university administration to the use of artificial intelligence in writing scientific and diploma projects is shown, from a categorical ban on the use of these technologies to experiments on the best application in the form of competitions with incentives for students.

Artificial Intelligence in Higher Education: A Cross-Cultural Examination of Students’ Behavioral Intentions and Attitudes

Artificial intelligence (AI) has undergone considerable advancement in the contemporary period and represents an emerging technology in higher education. Cultural contexts significantly shape individuals’ perceptions, attitudes, and behaviors, particularly in the realm of technology acceptance. By adopting a cross-cultural lens, this research explores the potential variations across Chinese and international students from diverse countries in terms of attitudes and their behavioral intentions toward AI use. With a technology acceptance model (TAM) framework, the research used a survey approach, employing questionnaires as the primary means of data collection. The data were then analyzed through structural equation modeling and descriptive statistics. A substantial discrepancy was found in the prevalence, attitudes, and behavioral intentions toward AI use between Chinese and international students. Findings further revealed a stronger effect of perceived ease of use on both attitudes and behavioral intentions among international students compared with their Chinese counterparts. Findings suggest that cultural backgrounds and prior technological exposure play intricate roles in shaping perceptions of AI technology. The study emphasizes the need for tailored educational strategies to regulate diverse cultural perspectives, provide language-specific support, and ensure user-friendly interfaces. These insights contribute to the evolving discourse on technology acceptance in higher education and offer practical implications for educators and institutions toward optimizing AI integration in pedagogical practices.

Identifying factors influencing faculty attitude towards digital technology in higher education and its impact on faculty engagement and work performance: a mediating analysis

Background This study investigated the influence of various factors on Faculty Attitude, Faculty Engagement, and Work Performance in higher education. The study specifically examined the impact of faculty attitudes towards digital technology on their level of involvement and effectiveness in the classroom. Furthermore, it investigated how the utilization of digital technology by faculty members influences the connection between their attitudes and job performance. Methods The study utilized a mixed-methods approach, combining quantitative and qualitative methodologies to collect thorough data to explore the factors influencing faculty attitude. A survey was performed among 438 faculty members from higher educational institutions in the Delhi and NCR region. Results The results indicated a strong positive relationship of perceived usefulness, mutual learning, institutional support, collaborativeness, creativity, critical thinking, and faculty attitude towards digital technology adoption in academic setting. Nevertheless, External Pressure did not exhibit a significant relationship. The study revealed that the attitude of faculty members has a significant impact on both their work performance and engagement. Additionally, faculty engagement was found to have a positive impact on work performance. The mediation Analysis revealed that Faculty Engagement served as a partial mediator in the association between Faculty Attitude and Work Performance. Conclusions The study’s implications underscore the urgent need of fostering positive attitudes and engagement among faculty members for enhancing their performance in academic settings. Some of the limitations and implication of the study and future direction of the research directions are suggested.

Hybridity, Transparency, Structured Freedom and Flipped Engagement

In this paper, we contribute to current discussions of what constitutes the field of networked learning as a research domain and what makes networked learning particularly relevant and distinct within the broader landscape of digital technology in higher education. We enter this dialogue through discussing and reflecting on a hybrid learning design for a 10-ECTS module that builds on a Networked Learning Pedagogy. The purpose of our discussions is to elicit tensions and contradictions that surface when students are confronted with a networked learning pedagogy. We discuss the module in relation to ideas of networked learning pedagogy, present four pedagogical principles underpinning the module, and we draw out interesting tensions and contradictions that have emerged. Following this, we use the discussions to feed into the ongoing dialogue of ‘what is networked learning’, and we discuss how networked learning can contribute to practice and policy in higher education through developing practice.

Assessment of Blended Learning Courses Based on Unified Theory of Acceptance and Use of Technology in Higher Education

Assessment of Blended Learning Courses Based on Unified Theory of Acceptance and Use of Technology in Higher Education

Examining Key Determinants of Social Presence and Satisfaction in Online Learning: An Exploration with Undergraduate Student

The increasing popularity of online learning and its associated technology in higher education, particularly due to the COVID-19 pandemic, has garnered significant attention worldwide. This study focuses on investigating and developing the construct of social presence and its relationship with satisfaction in computerized learning environments. The study explores various dimensions of social presence, including social respect, social sharing, open communication, and social navigation, and their impact on satisfaction in online learning. The findings demonstrate that social presence plays a significant role in influencing satisfaction, and a statistically significant correlation exists among the observed variables. The implications of these results are important for higher education institutions, instructional designers, instructors, and learners. This study also provides valuable theoretical foundations for further discussions on social presence and satisfaction in online learning. To effectively meet learners' expectations and enhance social presence and satisfaction, higher education institutions offering online programs should understand their learners' needs. Instructors can contribute to learners' engagement and success by strategically incorporating instructional course designs, arranging materials, and generating clear learning activities that enhance social presence. By providing a high level of social presence in online learning environments, instructors can promote student satisfaction and facilitate effective comprehension of learning materials.

Engaging students in higher education with educational technology

AbstractThere is a widespread agenda of improving teaching and learning in higher education by engaging students with educational technology. Based on a large-scale literature review, the article presents 61 specific, research-based recommendations for realising the engagement potential of eight types of educational technologies in higher education. These recommendations can be used, for example, by educators to incorporate specific, available educational technologies into their teaching or as an educational development method to enhance particular forms of student engagement. Based on the evidence, the article points out that some educational technologies have a more documented and sometimes also broader potential to engage the students behaviourally, affectively, and/or cognitively than others and that this likely is related to the extent the technology supports structure, active learning, communication, interaction, and activities on the higher levels on the learning taxonomies.

Innovative yet ethical: integrating AI and Technology in Higher Education

Innovative yet ethical: integrating AI and Technology in Higher Education

The educational impact of a comprehensive serious game within the university setting: Improving learning and fostering motivation

The integration of technology in higher education has transformed teaching, turning students into active participants in their learning. Faced with the limitations of conventional methods, the integration of technological and creative methods adapted to current demands is being sought.Proficiency in word processing and spreadsheets is crucial in university education, especially in social sciences and law, where the lack of specialized technical training affects academic performance. This study analyzes the impact of incorporating serious games with technological tools and active teaching methods on students' motivation, engagement and academic performance.

Gamification and Game-Based Learning in Nursing Education

With the recent rapid changes in the medical environment and technology, traditional teaching methods are no longer sufficient to meet current professional needs. There is an increasing demand for emerging technologies in higher education, necessitating more interactive and personalized educational approaches. Hence, educators are exploring innovative teaching interventions, including digital simulations and gamified learning, to enhance motivation and engagement in learning. In this article, the concept and core elements of gamified learning are introduced and related methods applicable to nursing education such as digital simulations, virtual reality, tabletop games, and escape rooms are described. In addition, gamification teaching techniques that enhance student learning motivation as well as improve learning outcomes in theory and practice are discussed. Gamified learning enables nursing students to practice in rich and diverse interactive simulated environments. Using appropriate teaching strategies, the gamified approach to learning can strengthen critical thinking, problem-solving abilities, and communication confidence in students. Designing game mechanisms and methods that align with educational objectives and mastering the key principles of gamified teaching is an effective approach to diversifying and enhancing the effectiveness of learning activities in the classroom.

Effectiveness of generative learning strategies based on mobile learning technologies in higher education

Effectiveness of generative learning strategies based on mobile learning technologies in higher education

The Influence of Interactive Technology of Contemporary Classroom Software on University Teaching Practice

Contemporary classroom interactive software technology greatly impacts university practical education. This study adopts the research method of literature review and case analysis. Through extensive collection and analysis of domestic and foreign literature on classroom interactive software technology in higher education, it deeply understands its development history, functional characteristics, and current situation. Secondly, combined with specific teaching cases, this paper analyzes the use effect of these software technologies in the actual teaching process, the feedback of students, and the challenges faced and the basis. This article also explores how these interactive technologies will impact practical university education and how they have changed the learning environment. Through research, we also find that classroom interactive software technology is indeed helpful to improve teaching effect. Still, software technology needs to be used rationally, pay attention to balance, and ensure effective combination. Meanwhile, teachers also need to receive more professional training to ensure that they master relevant operational skills and teaching design principles.

A new assembled experimental device for fluid mechanics

Fluid mechanics is one of the important branches of basic mechanics education of science and technology in higher education, and its corresponding teaching experiments are numerous. However, there are great similarities among some components of most traditional hydrodynamics experimental devices. If an independent experimental device is designed for a specific experiment, it will result in a great waste of resources and space. Therefore, based on the full investigation on the similar components of some certain experimental devices, this study redesigned and integrated them, and innovatively proposed a new type of assembled hydrodynamics comprehensive experimental device. This experimental device can be utilized to carry out Reynolds experiment, Nozzle outflow experiment, Karman vortex street experiment, etc. based on different combinations. The corresponding results show that this assembled hydrodynamics comprehensive experimental device has the advantages of multiple functions, small occupied space, low cost, good stability, high corrosion resistance, strong expandability, and so on.

An Analysis of Strategies for Improving the Information Literacy of College Teachers under the Background of Educational Informatization

With the advancement of information technology in higher education in China, the cultivation of information literacy among English teachers in universities has become particularly important. Based on this, the author will elaborate on the importance of cultivating the information literacy of college teachers in this article. Through questionnaires and other forms, a detailed analysis will be conducted on the current situation of information literacy of college English teachers. Strategies for improving the information literacy of college English teachers under the background of educational informatization will be proposed to ensure that the development of college English teaching can meet the needs of the times and comprehensively improve the effectiveness of college English teaching.

Online and Offline Integration Scheme of College English Education Under Big Data Technology

How to use big data technology to promote the integration and complementarity of English online education and offline education has become an urgent problem in the field of higher education. This paper mainly studies the integration and complementary strategies of online and offline English education in higher vocational colleges based on big data technology. This paper first analyzes the current situation of English teaching in higher vocational colleges, then discusses the application of big data technology in online English education in higher vocational colleges and puts forward relevant strategies of integration and complementarity. Finally, it expounds the important role of big data technology in promoting the integration and complementarity of online and offline English education in higher vocational colleges. In the future, we can further strengthen the application depth and breadth of big data technology in higher education, so as to promote the reform and development of English teaching in higher vocational colleges and improve the teaching quality.

How much ICT literacy is required? The epistemic perceptual framework of Iranian university faculty members during the COVID-19 pandemic

Nowadays, information and communications technology literacy (ICT) means more than achieving isolated digital and technological skills. ICT literacy means the skills young people need in the digital world in which information and interaction are accessed through such digital technologies as social networks, virtual environments, and smartphones. To enhance the ICT literacy of these “digital natives”, university faculty are encouraged to implement digital technology in their classes and this will be fulfilled if they are highly competent in the area. This situation gained more prominence during the COVID-19 pandemic as the educational systems all around the world were reshaped requiring educators to embrace new educational technologies in instruction. This study is based on the premise that faculties play a key role in successful incorporation of digital technology in higher education. To explore the issue, the epistemic perceptual framework of 285 male and female university faculty members teaching different fields of study in both public and private universities in Iran was investigated considering their knowledge and perception of ICT literacy, its integration at academic levels, and how coronavirus pandemic has affected the incorporation of digital technology in teaching. Exploring the results showed that there was a significant difference between the lecturers’ actual and perceived ICT literacy in Iran. It was revealed that some faculty had never used technological tools in their classes before the pandemic and the situation has forced them to adopt digital teaching. However, most faculty favored digital integration claiming the pandemic had caused them to improve their ICT literacy and teaching methods. The findings called for an urgent need for faculty’s continuous and effective ICT education upgrading which in turn results in training a more efficient young generation for the digital world.

Digital Twins Empower Higher Education

This paper explores the application of digital twin technology in higher education and its enabling effect. Through literature review and case studies, this paper studies the generation, basic concepts, technical frameworks, and application scenarios, e.g., in higher education, of digital twins. The results show that digital twin technology can significantly improve the teaching quality and learning effect and optimize educational resource allocation and management efficiency. This paper also discusses the challenges of digital twin technology and the prospects for future development in higher education. It provides new ideas and practical paths for the digital transformation of higher education.

FUNCTIONING OF AN EDUCATOR IN A DIGITAL ENVIRONMENT

In the current period of development of higher education in Ukraine, there is active integration of digital technologies, which radically change the usual pedagogical approaches and methods of teaching. Digitalization of education opens paths to autonomy in learning and individualization of the educational process, simultaneously generating challenges associated with the need to adapt to a rapidly changing educational environment. The main goal of this article is to analyze the new opportunities and challenges arising from the implementation of digital technologies in the sphere of higher education. Particular attention is paid to the educator’s image and the legislation regulating this process, including legislative norms that establish criteria for quality and directions for the development of education in the digital era. An important aspect of the article is the study of the psychological and cultural challenges of digitalization, including the adaptive barriers faced by educators and students. Recent research results indicate a complex balance between the positive and negative aspects of digital learning, which is of strategic importance for the development of online education in Ukraine. The conclusion of the article offers recommendations for the effective implementation of digital technologies in higher education, emphasizing the importance of developing digital competencies among all participants in the educational process and improving the infrastructure necessary to support continuous education. The subject of the study is the impact of digital technologies on the educational process in higher education, analyzing changes in pedagogical methods and the adaptation of educators to new teaching conditions. The object of the study is the formation of elite and burlesque meta-linguistic personalities (mMP) of educators in the digital environment. The scientific novelty of the article lies in the introduction into scientific circulation of the concept of "burlesque meta-linguistic personality" (burlesque mMP), which until now had no clear definition in linguistics and cultural studies. The concept of burlesque mMP allows for a deeper understanding of the dynamics of language transformations in the digital environment, where ironic and parodic use of language becomes a significant communication tool. The article details the main characteristics and features of the burlesque mMP, including its impact on the stylistic and ideological diversity of contemporary linguistic practice, which is conditioned by unconventional ways of using language that traditionally were not considered "literary". Such research opens new possibilities for analyzing digital communication and the interaction of linguistic identities in the virtual space.