Technology In Higher Education Research Articles

The Impact of AI on Teaching and Learning in Higher Education Technology

Thanks to AI, students may now study whenever and wherever they like. Personalized feedback on assignments, quizzes, and other assessments can be generated using AI algorithms and utilised as a teaching tool to help students succeed. This study examined the impact of artificial intelligence in higher education teaching and learning. This study focuses on the impact of new technologies on student learning and educational institutions. With the rapid adoption of new technologies in higher education, as well as recent technological advancements, it is possible to forecast the future of higher education in a world where artificial intelligence is ubiquitous. Administration, student support, teaching, and learning can all benefit from the use of these technologies; we identify some challenges that higher education institutions and students may face, and we consider potential research directions.

Teaching Online: Lessons Learned about Methodological Strategies in Postgraduate Studies

The objective of the present study was to analyze the methodological strategies used by postgraduate faculty from four international education faculties during the transition from face-to-face classes to virtual ones. Through the use of a mixed methodology, a questionnaire with Likert-type, multiple, alternative, and open-ended responses was designed. The results showed that during the transition from face-to-face to virtual classes, the most-utilized teaching activities were collaborative work, followed by lectures through videoconferences. Almost all the faculty modified their instruction methods, highlighting teaching activities, followed by evaluation activities. The study concludes by pointing out the lessons learned during the transition from face-to-face teaching to virtual teaching. We believe that universities must take advantage of the push towards virtual teaching made possible by the pandemic, to continue opting for the new technologies in Higher Education to face future emergency situations with resilience.

Contribution of Latest Technology in Higher Education in Pakistan

Contribution of Latest Technology in Higher Education in Pakistan

The effectiveness of the use of information and communication technologies (ICT) in the teaching of general engineering in higher education in Uzbekistan

This paper presents a systematic review of models and methodologies that integrate information and communication technologies (ICT) and education. The starting point of the review is the research questions, then keywords, selection of the databases, definition of the inclusion and exclusion criteria, the definition of the search chains, search process and selection of papers, the analysis of the paper, and the results of the systematic review to answer the questions posed. In the systematic review, 316 papers were found in three academic databases and 75 relevant papers were selected. The work developed intends to know the different models and methodologies that integrate ICT and education. The article describes the solution of problems on the subject "Descriptive geometry and engineering graphics" using computer programs and the role of pedagogical information technologies in the process of teaching students in higher educational institutions. Peculiarities of teaching descriptive geometry and engineering graphics as part of the course of engineering graphics aimed at the mastering of AutoCAD and Compass graphic editor's are considered by the authors. The authors recommend the incorporation of mini-lectures and computer workshops into the training process.

Integration of modern technologies in higher education on the example of artificial intelligence use

Integration of modern technologies in higher education on the example of artificial intelligence use

The Role of Interactive and Immersive Technologies in Higher Education: A Survey

Abstract : The developments in the Engineering domain have risen at an unprecedented rate in the past three decades. New technologies emerge every year and find their use case in multiple industries, also impacting the higher education as a whole. The present ecosystem demands industry-ready graduates from higher education institutes. To meet this, inculcation of newly developed technologies in the engineering education domain is a must. The retention span of Millennials in the traditional classroom settings has lowered down, posing the biggest challenge in student learning outcome at the higher education level. To solve this problem, interactive and immersive technologies has played a significant role through the use of Augmented Reality (AR), Virtual Reality (VR), and Gamification in a modern classroom setting. These technologies are capable of being used online as well as offline, and promise to deliver an enhanced user experience. The use of such tools also improves the student engagement by virtue of interactive content during the classroom session. This results in improved student learning and motivation in various domains of higher education. This paper focuses on the engineering education domain and discusses the role of these technologies in improving student understanding of intricate concepts of various engineering disciplines. A study of research papers presenting different digital learning platforms developed using these technologies from 2017 to 2021 was done, and it was concluded that the trends and technologies discussed in this paper have been tested and proven to be beneficial in engineering education. Further, developing a low-cost learning system using immersive and interactive technologies, and upgrading the present classroom set-up and skill set of instructors to make them significantly capable of utilizing the benefits offered by these technologies is yet to be achieved. Keywords : Higher Education, Education Technology, Augmented and Virtual Reality, Immersive Technology, Interactive Teaching- Learning, Game-Based Learning, Online Teaching- Learning

Building an In-Between Space for Digital Pedagogy

In the wake of the COVID-19 pandemic, new and existing applications of digital technology in higher education have accelerated. Much recent writing around digital pedagogy conceptualises its affordances as a space rather than a tool. This paper presents a new digital pedagogy project, the Media & Communications Virtual Gallery, and considers how it makes use of those affordances for learning. The project is an online 3D, publicly accessible online gallery that houses a curated selection of student coursework. The objective of the project was to improve student engagement and visibility of student work. The gallery developed as an experiment towards this objective using digital technology in a way that did not simply replicate existing models. This paper elaborates on three key elements of digital space as they play out in the Virtual Gallery: authenticity, provocation, and play. Each element rests on the concept of the virtual as providing an ‘in-between’ zone, acting as both bridge and buffer between student experience inside a higher

Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective

AbstractEducational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID‐19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners. Practitioner notesWhat is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies. However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution. There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation. What this paper adds This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs). This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs. This review paper demonstrates that bottom‐up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs. Implications for practice and/or policy Universities should create structures that enable innovation and creativity by promoting bottom‐up and opinion leadership as well as shared decision‐making processes as they are important for the successful implementation of educational technologies in HEIs. Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs. The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.

Blended Educational Technologies in Higher Education: Systematic Review of Domestic Publications

The article presents the results of generalization and systematization of scientific and practical information on the variety of types of blended educational technologies used in Russian higher education institutions. This specific product of digitalization causes the greatest interest of researchers and practitioners in the field of education. This systematic review is based on national scientific publications related to the development and practical implementation of educational technologies in higher education. The authors have analyzed 180 papers published between 2016 and 2021 in peer-reviewed scientific journals approved by the Higher Attestation Commission. Methods of qualitative and quantitative content analysis, systems analysis and contextological analysis, as well as analytical grouping, have been used.Content analysis of publications showed that the main property of blended educational technologies is their variability, which manifests itself through the described system of indicators. However, the structural organization of blended educational technologies models remains the most debatable issue among researches.The authors have identified and described the main directions in the development of the theory and practical application of blended educational technologies, namely: the formation of the structure and boundaries of the conceptual and terminological field; elaboration of the methodological basis of blended education development and definition of theoretical basis for changing traditional learning systems by designing a learning process based on the mechanisms of pedagogical and digital technologies integration.It has been established that the empirical studies with the elements of experimental work focused on defining the most effective combinations of traditional and digital educational technologies dominate in the national scientific community. The most popular methods of such integration include rotation of forms and types of learning activity in traditional and digital learning environments, integration of digital and traditional educational technologies based on the Moodle learning management system, as well as inclusion of separate forms and means of e-learning in the educational process.

Don’t Wait, Innovate! Preparing Students and Lecturers in Higher Education for the Future Labor Market

Technological innovations are changing our society at a rapid pace. The expansion of new technologies (e.g., tools and programs) will inevitably change future jobs in the area of, for example, engineering, healthcare, and science. People working in these areas need digital human capital, which is often acquired through education prior to starting a job. As a result, higher education systems around the globe face increasing demands to prepare their students for the changing labor market. To meet these demands, it is essential to focus on both lecturers’ and students’ digital competencies. Teaching professionals will have to learn to do new things using new resources. This goes beyond merely replacing work forms and resources; it is a complex process that demands a deeper way of learning in which routines and underlying knowledge and beliefs are explicitly reconsidered. Attention needs to be paid to how lecturers can gradually and continuously develop their professional competencies in the field of educational innovation with IT, to ensure these practices become embedded in future higher education. In this reflection paper, we will discuss key digital competencies for both students and lecturers. We will also focus on how lecturers develop these competencies through effective professional development (PD) activities. Based on a literature review, we present a model for effective lecturer PD with 29 ‘building blocks’. This model will be used to clarify practical examples of effective lecturer PD aimed at using innovative technology in higher education.

Determinants Influencing the Continuous Intention to Use Digital Technologies in Higher Education

There is increasing evidence that the lack of access to digital information and technologies is not widely considered in the educational sectors when focusing on the perceived experience, tutor quality and students’ satisfaction. In this paper, we report on an evaluation of a project aiming to bridge the use of digital information in the educational sector by proposing an integrated model that measures teachers’ quality, uncertainty avoidance effects and students’ satisfaction concerning TAM constructs and the perceived experience of digital information in education (DIE). The model and hypotheses were validated using data collected from a survey of 553 students at a college level. The results revealed that users may perceive the importance of DIE based on several external factors that enhance their learning and teaching experiences. The personal characteristics of the user including his/her readiness to use technology are crucial in correlation with the perceived ease of use. In addition, the high quality of the tutor in some cultures may enhance the perceived usefulness of the technology. Other factors such as flow of information, uncertain avoidance and satisfaction may strongly assess the continuous intention to use the technology.

Barriers Affecting Higher Education Institutions’ Adoption of Blockchain Technology: A Qualitative Study

Despite the many benefits of blockchain technology in higher education, this technology is not widely adopted by Higher Education Institutions (HEIs). Therefore, instead of providing additional motives for adopting blockchain technology, this research tries to understand what factors discourage HEIs from merging blockchain with their procedures. The methodology used for this research is based upon qualitative research using 14 interviews with administrative and academic staff from the European Union (EU) and Canada. Our findings based on our empirical data revealed 15 key challenges to blockchain adoption by HEIs that are classified based on the technology, organization, and environment (TOE) framework. Theoretically, this study contributes to the body of knowledge relating to blockchain technology adoption. Practically, this research is expected to aid HEIs to assess the applicability of blockchain technology and pave the way for the widespread adoption of this technology in the educational field.

Development of The Project Approach in Engineering Higher Education

The purpose of this article is the methodological aspects of the development of project-based higher education at a machine -building university, the object of the article – higher education in mechanical engineering, the purpose of the article is to increase the efficiency of the processes of development of project higher education at the University of mechanical Engineering, to achieve this goal, the following tasks are solved: research of the essence of project education in mechanical engineering, clarification of the concept of "paradigm of development of project higher education in mechanical engineering", description of the structure and content of the elements of the structure of the paradigm of development of the named project education at the University of mechanical engineering, structure discussion, the essence and content of the directions of development of such project education; research methods are historical, logical, structural analysis, qualitative analysis, predictive analysis, synthesis, search and heuristic forecasting, heuristic assessments; scientific novelty of the work is associated with the study of the essence of project education in mechanical engineering and the formation of methodological foundations for the development of the concept and policy of development of project higher education in mechanical engineering universities in the interests of improving the quality of higher education.

Knowledge Transfer Through Digital Education Technologies in Higher Education

Education is essential for the development of skills and talents that enable people to be productive citizens and active members of society. Traditional modes of education, on the other hand, are no longer enough to fulfill society's complex expectations, as people frequently change occupations, seek new educational possibilities, and struggle to manage life, work, and compete for educational demands (Houlden & Veletsians, 2019). The study's challenge derives from the foregoing: " What Information and Communication Technologies (ICTs) can be used in higher education to foster the learning-teaching process?" As a result of the findings of a literature study, it is now possible to identify information and communication technologies (ITCs) that may be employed in higher education to enhance the learning and teaching process.

Students strategies to survive the academic transition: recycling skills, reshaping minds

ABSTRACT The expectations students bring to Higher Education (HE) are explored, as well as the way they handle the clash betweenwhat they expect and what they actually find when attending Engineering programs. This study intends to understand if dissimilarengineering student profiles can be identified when considering the centrality of the student’s role in his or her life, and the academicsuccess. The focus was put on the experiences of first-year students on an Engineering HE institution to uncover four differentways/rationales to build their own identity as a HE student. If an overinvestment in the student role can predict a greater possibility forfurther studies and an underinvestment can predict lower resilience that can lead to failure or dropout, the ability to manage theirstudent role together with the other roles associated with youth seems to predict an academic success similar to those who devotedtheir lives exclusively to studying. In other words, the fact that the student role overshadows the youth role is not enough for success.The balance between different life roles appears much more as a predictor of academic comfort and, consequently, of success.

Social media usage and acceptance in higher education: A structural equation model

The adoption and use of social media as an educational technology in higher education has been exacerbated during the COVID-19 pandemic. As a result, this study applied the unified theory of usage and acceptance of technology theory and the technology acceptance model as predictors of behavioral intention to use social media and actual social media use. These, as posited by the model, affect the performance impact of social media usage. This study involved a quantitative survey with 312 undergraduate university students in Malaysia. Using structural equation modeling, this study identified that unified theory of usage and acceptance of technology theory and the technology acceptance model influence behavioral intentions to use and actual use of social media, resulting in an improved performance impact. That is, when students see the value in particular technologies, feel their performance (e.g., passing their studies) will be improved by using that technology, offers behavioral nudges toward adoption and use.

The concerning persistence of weird ideas about learning and educational technology and their influence on the future directions of higher education

Many volumes have been devoted to intuitive but misguided ideas about how learning works. This is as true in the use of educational technologies in higher education as it is in other related fields of educational research. As we (hopefully) emerge from the COVID-19 pandemic, educational technologies are poised to feature more heavily in post-secondary education into the future. There is a substantial incentive for bad actors to provide oversimplified solutions to complex problems. These neat solutions may seem attractive to sector and institutional leaders looking for solutions to the morass of wicked problems the pandemic has inflamed. The pages of this journal and others provide a venue for world-class research on the use of educational technologies in higher education. Despite this enormous volume of high-quality work, misconceptions and oversimplified notions of learning with technology persist. Much has been made of weird ideas about learning but, with higher education facing an increasingly uncertain digitally-mediated future, there is significant risk that these ideas could have a profound influence on the global higher education sector into the future.

Editorial Preface to the special issue

Along with many ASCILITE members, we have grown increasingly concerned that current approaches to educational technology research lack value and practical application in the field. Educational design research (EDR) is an emerging approach that bridges the demand for rigorous research with the development of relevant solutions to educational problems. EDR is an intervention and process-oriented approach that uses a variety of methods to examine the development and implementation of instructional solutions to current educational problems. As evidence about the inner workings of interventions accumulates over time, design principles and learning theories are derived from work in local contexts, and their limits can be tested in other settings. This genre of research is currently underrepresented in the literature. To advance scholarship through the execution and reporting of EDR, we identified an urgent need for examples across fields, and especially related to educational technology in higher education.

Audit IT Process Po-01 to Academic Information Systemin Higher Education Polytechnic using the Cobit Framework

The role of information technology in higher education is to realize academic effectiveness. Academic Information System (SIAK) which is loaded with the use of Information Technology (IT). The PO1 IT Process Governance audit based on the COBIT standard, namely “Define a Strategic Information Technology Plan” then became a strategic issue for the success of higher education management, especially the SIAK Polytechnic campus which uses information technology-based tools in its teaching and learning process. This study aims to measure the level of IT Process PO-01 governance in relation to Academic Information Systems in Vocational Model High Schools (Polytechnics). The sample of this research is nine Vocational High Schools (Polytechnics) in Bandung. From the results of the study, it is known that the IT Process Governance PO-01 at SIAk Vocational Colleges is still at Level 2, namely "Repeatable but Intuitive". The effectiveness of governance is still determined by the competence of the individual or part of the personnel who carry out the IT Function (technical) and the assignment is ad-hoc. IT management at SIAk has not been internalized and refers to Best Practice. But on the other hand, it has begun to be seen that the Polytechnic management has a fairly good awareness of the importance of IT Governance and wants to make it an enabler for the Academic Information System (SIAk). However, there is still a fairly high gap between what is and what should be desired as in COBIT Best Practice.

Audit IT Process Po-01 to Academic Information Systemin Higher Education Polytechnic using the Cobit Framework

The role of information technology in higher education is to realize academic effectiveness. Academic Information System (SIAK) which is loaded with the use of Information Technology (IT). The PO1 IT Process Governance audit based on the COBIT standard, namely “Define a Strategic Information Technology Plan” then became a strategic issue for the success of higher education management, especially the SIAK Polytechnic campus which uses information technology-based tools in its teaching and learning process. This study aims to measure the level of IT Process PO-01 governance in relation to Academic Information Systems in Vocational Model High Schools (Polytechnics). The sample of this research is nine Vocational High Schools (Polytechnics) in Bandung. From the results of the study, it is known that the IT Process Governance PO-01 at SIAk Vocational Colleges is still at Level 2, namely "Repeatable but Intuitive". The effectiveness of governance is still determined by the competence of the individual or part of the personnel who carry out the IT Function (technical) and the assignment is ad-hoc. IT management at SIAk has not been internalized and refers to Best Practice. But on the other hand, it has begun to be seen that the Polytechnic management has a fairly good awareness of the importance of IT Governance and wants to make it an enabler for the Academic Information System (SIAk). However, there is still a fairly high gap between what is and what should be desired as in COBIT Best Practice.