Technology In Higher Education Research Articles

Online learning acceptance in higher education – Do we know everything?

Research on the acceptance of educational technologies in higher education has become a high priority in recent years, particularly in the context of COVID-19. Numerous articles have been published on the subject, building on basic technology adoption models to investigate the impact of a wide range of factors on adoption. The proliferation of variables frequently makes it challenging to interpret results and may generate confusion. In order to synthetize and organize this knowledge, the authors collected 143 variables from 47 systematically selected studies. Based on the results of an in-depth analysis of the content and effects of each variable, they developed a framework that helps provide insights into state-of-the-art research on technology acceptance in higher education. The results of their study not only summarize what they know so far but also point to gaps where new findings in the field are expected.

Enhancing the role of pedagogical beliefs in TPACK-based professional development

Professional development programs that aim to enhance the use of educational technology in higher education have become a priority in many countries. However, educators’ pedagogical beliefs may present a barrier to the successful outcomes of these programs and are often overlooked. This paper presents a professional development approach designed to make explicit educators’ pedagogical beliefs in regards to educational technology. The outcomes of the study will provide insights into strategies to address educators’ beliefs about teaching, learning and students in general, as a launching pad for improvements in practice to occur.

Methods for dreaming about and reimagining digital education

Utilising emancipatory approaches to educational technology in higher education allows welcoming creative and artistic modes of inquiry. This article presents two methods, a virtual makerspace and a guided fantasy story that were applied in a project concerned with rewilding higher education pedagogy. It is argued that the methods encouraged curiosity and care to address diversity and inclusion. They afforded mindfulness of individual needs and welcomed explorations of new directions that challenged potential biases (gender, race, disability or professionality). The article illustrates how these two methods may offer a safe space to dream and imagine educational spaces.

Bibliometric Analysis of Oral Presentations with Mobile Technology in Tertiary Education

Background: Oral presentations, vital for assessing student understanding and communication skills in higher education, are enhanced by peer feedback and video recording. However, language anxieties necessitate supportive strategies. This study explores mobile technology's role in presentations via a bibliometric analysis.Methodology: This study uses bibliometric analysis to track research trends in mobile technology use in higher education oral presentations from 2014 to 2023. Data was gathered from the Dimensions database and analyzed with Excel and VOSviewer, revealing publication and citation trends, top researchers, thematic clusters, and research categories.Findings: Research output rose steadily until 2017, then surged in 2020 due to the Covid-19 pandemic. Rising citations reflect enduring impact. The focus is on education, with contributions from various disciplines. Global collaboration is evident among top researchers.Conclusion: The study finds that mobile tech-based oral presentations are crucial in higher education, promoting learning and skills. It underscores research resilience and adaptability to global challenges like the Covid-19 pandemic, providing valuable insights for future research and teaching practices.Originality: This study explores trends in oral presentations with mobile technology in higher education via a detailed bibliometric analysis. It provides insights into research output, citation impact, and thematic clusters, contributing to the dialogue on effective teaching and assessment practices.

Blended learning with digital didactics in higher education

The article presents blended learning organization at the university during digital transformation of education, which poses new educational challenges. The purpose of the study is to describe implementation of blended learning «Flipped classroom» with digital didactics principles at the university. The research gives the analysis of foreign and Russian researchers on the issues of blended learning. The relevance of the research is in using of blended learning technology in higher education with digital didactics, which is due to the weak organizational and didactics support of the educational process. The article presents the author’s definition of «Blended learning» concept. The scientific novelty of the research is due to the author’s definition of «Blended learning» technology and in the implementation of blended learning into the educational process with digital didactics for a teacher and for administration of an educational organization. The principles of digital didactics are analysed from the point of view of their expediency. The choice of blended learning technology «Flipped classroom» for the educational process at the university is justified. The algorithm of integration of blended learning with digital didactics at the university for a teacher and for the university administration is described.

The Role of Technology in Higher Education : Exploring Current Trends and Challenges in Life Sciences Teaching and Learning

One of the key elements of India's 2030 strategy for sustainable development is high-quality education. It seeks to guarantee all students receive a high-quality, inclusive education. Digital technology has become a vital instrument in accomplishing this objective. Digital technologies aim to increase productivity and efficiency while reducing or eliminating waste and pollution. Both students' and teachers' lives have been made easier by technological advancements in education. Students today employ a variety of software and tools to develop presentations and projects with the aid of the internet, as opposed to writing by hand. This survey studywas conducted during September 2023 to December 2023 that looks into how life sciences are now taught and learned in higher education, with an emphasis on how technology is being used in the classroom. In order to obtain understanding of the application of technologically improved teaching techniques, difficulties encountered, and new trends in life sciences education, the study looks at the views of both faculty members and students also this survey research explores the contemporary patterns influencing the use of technology in life sciences education.

Higher technology education and industry interface: how the theory of planned behavior applies in student work-integrated learning and job search intention link

Higher technology education and industry interface: how the theory of planned behavior applies in student work-integrated learning and job search intention link

A cross-database bibliometrics analysis of blended learning in higher education: Trends and capabilities

This study looks closely at research papers about blended learning (BL) from the last 10 years (2014-2023). It pulls information from Scopus and Web of Science (WoS). By using both, it gives a full picture of what is being published and what’s important in BL research. The search found 1,704 articles in Scopus and 1,545 in WoS. After putting them together and removing duplicates, there were 2,455 articles for the study. The study used a Bibliometrix R to look at who published a lot, which countries and schools did most, who worked together, and which articles got mentioned a lot. Each year, the number of articles grew by about 15.58%. Most of these, 93.00%, were articles. Universities in Australia were among those that wrote the most. “Education and Information Technologies” and “International Journal of Educational Technology in Higher Education” were often cited, which shows they have big roles in this research area. Some of the main researchers who connect a lot of the work are Zhu, Graham, and Jackson. It is found that keywords “higher education”, “online learning”, “students”, and “COVID-19” are very common in discussions and help shape the research being done. While much research comes from Australia and the West, there is also growing work from Asia and the Middle East. This shows that BL is becoming important in different parts of the world. But there’s a chance to get more research from less wealthy countries. This study puts together a clear picture of BL research. It looks at what’s been published, who talks to who, and which places are doing the work. The research has grown who the main people are, where there’s a gap between different regions, and what we should think about for the future. This can help make policies and change how we teach.

The Use of Big Data Technology in Higher Education Management

With the rapid development of information technology, big data technology has deeply penetrated into all fields of society, including the field of education. In higher vocational education, the use of big data technology is gradually changing the teaching method, improving the quality of teaching, and positively affecting the personalized development of students. This paper will discuss in detail the use of big data technology in higher vocational education and analyze the opportunities and challenges it brings.

Innovative technologies in higher education: developing international cooperation in professional training

Innovative technologies in higher education: developing international cooperation in professional training

Peer assessment to promote self-regulated learning with technology in higher education: systematic review for improving course design

Peer assessment is one of the approaches to develop self-regulation of learning. When evaluating the work of peers, metacognitive strategies of critical reflection are employed. They improve their own learning especially if evaluative feedback and/or suggestions for modification are provided. The aim of this systematic review is to learn how technology can facilitate self-regulation of learning, using peer assessment activities. We focus on higher education. To achieve the objective, we searched WoS and Scopus, obtaining 15 publications that concatenate the four search terms: self-regulated learning, peer assessment, higher education, and technology. These four terms must appear in the title, abstract or keywords. In this way, we ensure that the topic to be reviewed is central to the publication. The results are analyzed using the model for systematic review, which has three phases: description, synthesis, and critique. A proposal has been made to improve the design of courses in virtual classrooms, focusing on Moodle, and to include peer evaluation to improve self-regulated learning. It highlights the possibility of virtual classrooms to configure a rubric to guide the evaluation, together with the request for mandatory comments to justify the evaluation. This helps the student reflect on what is wrong and why, and how to improve. It also highlights the facility to randomly assign a specific number of tasks per reviewer or per task, and to make the whole process completely anonymous. The technology allows short deadlines for submission and review times to be maintained for instant feedback, as it can be configured with a single click. Finally, and related to this, Moodle can reopen the submission phase, to send an improved version based on feedback, and the evaluation phase, to check that the proposed improvements have been made. This helps to a greater extent to apply metacognitive strategies.

Leveraging the Synergy of IPv6, Generative AI, and Web Engineering to Create a Big Data-driven Education Platform

The rapid advancement of network technology in China has significantly accelerated the implementation of information technology in higher education. Through the utilization of computer technology, multimedia technology, big data technology, artificial intelligence technology, and network communication technology, the integration of these technologies in university teaching has become widespread. This paper presents an analysis and discussion on the utilization of the latest IPv6 network transmission protocol technology to enhance the application of data collection in university education, with a specific focus on gathering information related to university faculties. By leveraging web engineering and multimedia technology as fundamental components, the network facilitates the sharing of educational resources among students, thereby enabling the reform of management approaches, fostering educational progress in China, and establishing a comprehensive big data-driven education platform specifically tailored to colleges and universities. Additionally, the incorporation of big data visualization and analysis tools allows for easy retrieval of existing university educational information, facilitates the creation of data charts, and expedites the utilization of data for its inherent value. Finally, the proposed approach employs generative AI to collect and analyze feedback from students and educators, followed by the application of web engineering techniques to continuously enhance the online education platform based on this feedback.

Global Trends on Adoption of Open Education Resources in Higher Education Institutions: A Bibliometric Analysis

The study examined the trends in the adoption and implementation of Open Education Resources (OER) in higher education institutions (HEIs) by conducting a bibliometric analysis of 911 publications between 2004 and 2022 from the Dimensions database. The VOSviewer1.6.19 software was used to establish visualization networks on the most influential authors, countries and universities. Further analysis was made to establish publications with higher citations, co-authorship collaborations and the co-occurrence of keywords. The results indicate a steady growth of research articles on OER due to the outbreak of COVID-19. The developed countries had a higher rate of research publications and stronger collaboration patterns in OER than the African countries. The analysis of citation score indicates that the “International Journal of Educational Technology in Higher Education” and “Journal of Interactive Media in Education” were the most popular journals on the topic. The results indicate that the United States of America, the United Kingdom and Spain had the highest links in terms of co-authorship collaboration. In contrast, African countries such as Uganda, Cameroon and Tunisia had very minimal links in terms of co-authorship on the topic. The analysis of keywords occurrence revealed several opportunities for adopting and implementing OER in HEIs which include easy accessibility of digital content and inquiry-based learning. Most of the identified limitations of the implementation of OER in HEIs in sub-Saharan African countries were the high costs of commercial e-textbooks and inadequate funding. Limited knowledge of the institutionalization of OER, institutional low capacity to adopt OER and lack of policies as well as awareness were identified as other factors constraining the effective implementation of OER. This bibliometric analysis provides insights on limitations for effective implementation and institutionalization of OER in HEIs in African countries and paves the way for future research direction on the topic.

Comprehensive training guidelines from ethical research associated with information and communication technology and artificial intelligence

Currently, one of the challenges of higher education is to achieve the success of its students personally and professionally, emphasising improvement in technological, ethical, and academic areas that characterise human beings for success. Therefore, higher education must change the traditional way of training to a more humanistic approach framed in the digital era to solve social problems assertively. This research aims to generate comprehensive training guidelines from ethical research associated with Information and Communication Technology (ICT) and Artificial Intelligence to contribute to developing reflective critical thinking, maturity, and responsibility of individuals who will solve social problems. This study is based on Siemens' theory of connectivism (2004), Kohlberg's theory of moral development (1970), and Bandura's social learning theory (1974). Under the interpretive phenomenological approach, the applied methodological route is qualitative, focused on realities addressed from the context of transformation, using the documentary review technique. The inquiry led to the conclusion of the importance of conducting ethical research processes within technology in higher education to provide the student comprehensively with the knowledge and skills for successful integration into society.

Revolutionizing pedagogy: navigating the integration of technology in higher education for teacher learning and performance enhancement

Revolutionizing pedagogy: navigating the integration of technology in higher education for teacher learning and performance enhancement

역공학 교육프로그램 개발을 통한 고등학교 기술과 공학교육 사례연구

This study develops a reverse engineering education program and analyzes its implications in
 response to the emphasis on engineering in the revised 2022 high school Technology Education
 curriculum. To this end, the study examined the concept and model of reverse engineering as well
 as the technology curriculum. A reverse engineering education program was developed following the
 stages of hands-on activity development. To ensure the program’s completeness, expert validation
 and teacher feedback from case presentations at the A City Teachers' Association were incorporated
 to achieve both quantitative and qualitative improvements.
 Program practicality was assessed through a preliminary class conducted with 15 general high
 school students in City A over a period of four days in January 2024, consisting of 10 sessions.
 The meaning of the class was assessed through students' online portfolio materials, recorded class
 videos, and teacher reflection journals. The study’s results are as follows:
 First, reverse engineering offers students opportunities to learn product design principles,
 understand the functions of each component, discern the relationships between components, and
 identify areas for product improvement by dismantling a completed product. It affords students a
 concrete understanding of previously abstract engineering principles by working with actual products.
 Second, developed as a 10-session program following the stages of preparation, development, and
 improvement, the program was applied to 15 general high school students in City A during a
 four-day preliminary class, and the resulting data informed final modifications and completion of the
 education program. Third, student experiences were analyzed through themes such as understanding
 engineering principles through participation, experiences of failure and challenges, sense of
 accomplishment in product operation, interest in engineering, and career exploration.
 This study provides insights into implementing the engineering education emphasized in the
 revised 2022 technical and vocational curriculum in school settings. The results have implications
 for the technology education field and future curriculum revisions.

A scholarly dialogue: writing scholarship, authorship, academic integrity and the challenges of AI

ABSTRACT Concerns about the role of technology and the quality of student writing in higher education are not new. Historically, writing scholars have been at the forefront of initiatives that scrutinise and integrate new technologies in higher education. This article contends that writing scholars are again uniquely equipped to assist students, teachers in all disciplines, and institutions of higher education in navigating the challenges created by the public availability of generative artificial intelligence (AI). Adopting a dialogical approach, the article brings together six scholars from diverse disciplinary backgrounds within the broad umbrella of writing studies. Through the lens of writing scholarship, this chorus of critical voices illuminates the important questions posed by, and possible responses to, AI in higher education. Although AI complicates key issues in higher education such as academic integrity, assessment, and authorship, writing scholarship provides an essential framework for educators to respond to these challenges. Collectively, these scholars map the history of writing scholars’ responses to technological change in higher education and suggest how writing scholars can contribute to the debates and discussions concerning the impact of AI on higher education.

ШТУЧНИЙ ІНТЕЛЕКТ У ВИЩІЙ ОСВІТІ: МОЖЛИВОСТІ ВИКОРИСТАННЯ

The integration of artificial intelligence into the system of higher education represents a turning point in the process of learning and teaching. The development of artificial intelligence has opened the way to personalized training, automation of administrative tasks and the introduction of innovative training methods. The purpose of the study was to analyze the practical aspects of using artificial intelligence in higher education institutions of Ukraine. It was determined that artificial intelligence is an organized set of information technologies, which makes it possible to perform complex complex tasks. There are three main categories of artificial intelligence: narrow-spectrum artificial intelligence, or Artificial Narrow Intelligence, general artificial intelligence, or Artificial General Intelligence, and artificial superintelligence, or Artificial Super Intelligence. The main educational services provided by artificial intelligence in institutions of higher education are the development and conduct of lectures, seminars and practical classes; teacher counseling; creation of educational programs and electronic courses; development of tasks and simulation of their solution; conducting various educational events; evaluation of the works of education seekers. Some examples of the use of artificial intelligence, in particular chatbots, in the higher education of Ukraine are analyzed and their potential for improving the educational process and forming professional skills is emphasized. An example of the use of GPT-3.5 in the Luhansk Educational and Scientific Institute for teaching foreign languages is presented. Such applications based on artificial intelligence as Thinkster and Duolingo and the main aspects of their use by students of higher education are characterized. Recommendations are provided for the successful implementation of artificial intelligence technologies in higher education.

Blockchain Technology in Higher Education

Blockchain technology has the potential to revolutionize the education sector by providing a secure, transparent, and tamperproof platform for storing and sharing academic records. As blockchain adoption continues to grow. In this paper we have discussed about the applications of blockchain in higher education such as Credit Transfer in Education System. Purpose of this paper is to explore the applications of Blockchain in Higher Education.

Innovative learning technologies in higher education

The issue of attracting innovative technologies to teaching activities has become particularly relevant over the past 2 years around the world. This concerns the spread of such an epidemiological disease as COVID-19, since it caused the transition from full-time to distance learning. Kazakhstan is no exception, therefore, the spread of such a trend is clearly manifested in it, which is why there is an active use of interactive forms of education, including a variety of innovative pedagogical technologies. The purpose of the study is to analyse the types of computer technologies used in universities of Kazakhstan, to determine their effectiveness in the conditions of distance learning, and to establish the prospects of their future use in the context of full-time education. To achieve this goal, the study uses various practical means for conducting research, in particular: functional and methodological, dialectical and methodological approaches, method of logical analysis, synthesis, comparative method, abstraction, and analysis of literature. As a result of the conducted research, the theoretical basis of the concept of innovative technologies in pedagogical activity was determined, their types and signs were formed. In addition, the methods and forms of implementation of such technologies were identified, the level of their effectiveness was determined, and methods for their improvement were proposed. Considering the areas of future study on this topic, it would be advisable to investigate ways to use artificial intelligence in distance learning. As for the practical value of the study, it is conditioned by the foundations formed in the work that can be used by both university teachers and schools to effectively organise the educational process during a pandemic.