Use Of Technology In Higher Education Research Articles

Trends and Opportunities in Indian Higher Education to the vision of vikasit Bharat 2047

The Indian higher education system, the third largest globally, has experienced significant expansion since gaining independence. To become a strong, student-centered global education powerhouse, India must divide its long-term vision into shorter, measurable, and attainable strategies. The National Education Policy 2020 is a significant program, but there are still areas that need improvement. To achieve India's HEI objectives by 2047, the first step is to redesign the architecture of higher education institutions to create a robust and student-focused environment. This will help close the disparity between education and the average Indian individual, enabling students to learn at their own pace. The Indian government must prioritize student needs and address areas that require reform to ensure a prosperous and inclusive future. The concept of Vision 2047 is crucial to shaping the future of higher education in India. Indian higher education is experiencing a significant increase in enrollment rates and demand due to factors such as population growth, aspirations, and awareness of education's importance. Online and distance learning platforms offer flexibility and convenience, allowing students to pursue education from anywhere. However, online learning also presents challenges such as a lack of face-to-face interaction and time management skills. The emphasis on interdisciplinary studies and skill-based education has led to a wide range of courses and certifications, attracting students from around the world. The expansion of the education sector with government funding has led to increased opportunities in the field, including collaborations with international institutions and the integration of technology for improved teaching experiences. The Indian higher education industry has undergone significant changes in recent years, highlighting the need for adaptability and capitalizing on opportunities. The National Education Policy (NEP) 2020 aims to create a global citizen among learners by developing knowledge, skills, and values. The policy emphasizes a holistic, multidisciplinary education, motivated faculty, vocational education, quality academic research, and a regulatory system. The demand for digital skills and non-conventional courses is also increasing, with students seeking flexible and innovative pedagogy. The rise in virtual learning and increased technology use in higher education is also a key area of opportunity. The Indian government is focusing on fostering innovation and driving success in the future. India's Gross Enrolment Ratio (GER) has seen significant progress since independence, reaching over 25% in 70 years. To achieve a 50% GER by 2052, the government must promote higher education through scholarships, ease of access, and quality education. Collaboration between formal education institutions and ed-tech providers can improve operational efficiency and create customized digital learning platforms. The government's Vision 2047 initiative aims to transform the Indian higher education system by leveraging digital technologies to bridge the digital divide and enhance the overall learning experience. Stakeholders include educational institutions, government bodies, technology companies, educators, and students. Educational institutions must invest in infrastructure, training programs, and resources to navigate the digital landscape, while government bodies can provide financial support and policy frameworks to encourage the adoption of ed-tech solutions. Technology companies play a crucial role in developing and maintaining digital learning platforms, ensuring their compatibility with different devices and internet connectivity. Educators need to receive adequate training and support to effectively use these platforms, while students can benefit from interactive and personalized learning experiences. By working together, these stakeholders can drive the transformation of the Indian higher education system and create a more inclusive and accessible learning environment for all. The integration of technology in higher education faces challenges such as resistance from faculty and administrators, equitable access to technology, and promoting digital literacy among students. To overcome these, comprehensive training and support should be provided, including workshops, tutorials, and professional development opportunities. Institutions should also establish on-campus computer labs or loan programs for students in need and offer digital literacy courses to help them navigate digital tools effectively. Collaboration and support from multiple stakeholders are crucial for successful implementation. The Vision 2047, a framework for transforming Indian higher education, can help institutions prepare students for the digital age and create a conducive learning environment. Keywords: NEP2020, digital skills, virtual skills, GER, collaboration.

Trends and Opportunities in Indian Higher Education to the vision of vikasit Bharat 2047

The Indian higher education system, the third largest globally, has experienced significant expansion since gaining independence. To become a strong, student-centered global education powerhouse, India must divide its long-term vision into shorter, measurable, and attainable strategies. The National Education Policy 2020 is a significant program, but there are still areas that need improvement. To achieve India's HEI objectives by 2047, the first step is to redesign the architecture of higher education institutions to create a robust and student-focused environment. This will help close the disparity between education and the average Indian individual, enabling students to learn at their own pace. The Indian government must prioritize student needs and address areas that require reform to ensure a prosperous and inclusive future. The concept of Vision 2047 is crucial in shaping the future of higher education in India. Indian higher education is experiencing a significant increase in enrollment rates and demand due to factors such as population growth, aspirations, and awareness of education's importance. Online and distance learning platforms offer flexibility and convenience, allowing students to pursue education from anywhere. However, online learning also presents challenges such as lack of face-to-face interaction and time management skills. The emphasis on interdisciplinary studies and skill-based education has led to a wide range of courses and certifications, attracting students from around the world. The expansion of the education sector with government funding has led to increased opportunities in the field, including collaborations with international institutions and the integration of technology for improved teaching experiences. The Indian higher education industry has undergone significant changes in recent years, highlighting the need for adaptability and capitalize on opportunities. The National Education Policy (NEP) 2020 aims to create a global citizen among learners by developing knowledge, skills, and values. The policy emphasizes a holistic, multidisciplinary education, motivated faculty, vocational education, quality academic research, and a regulatory system. The demand for digital skills and non-conventional courses is also increasing, with students seeking flexible and innovative pedagogy. The rise in virtual learning and increased technology use in higher education is also a key area of opportunity. The Indian government is focusing on fostering innovation and driving success in the future. India's Gross Enrolment Ratio (GER) has seen significant progress since independence, reaching over 25% in 70 years. To achieve a 50% GER by 2052, the government must promote higher education through scholarships, ease of access, and quality education. Collaboration between formal education institutions and ed-tech providers can improve operational efficiency and create customized digital learning platforms. The government's Vision 2047 initiative aims to transform the Indian higher education system by leveraging digital technologies to bridge the digital divide and enhance the overall learning experience. Stakeholders include educational institutions, government bodies, technology companies, educators, and students. Educational institutions must invest in infrastructure, training programs, and resources to navigate the digital landscape, while government bodies can provide financial support and policy frameworks to encourage the adoption of ed-tech solutions. Technology companies play a crucial role in developing and maintaining the digital learning platforms, ensuring their compatibility with different devices and internet connectivity. Educators need to receive adequate training and support to effectively use these platforms, while students can benefit from interactive and personalized learning experiences. By working together, these stakeholders can drive the transformation of the Indian higher education system and create a more inclusive and accessible learning environment for all. The integration of technology in higher education faces challenges such as resistance from faculty and administrators, equitable access to technology, and promoting digital literacy among students. To overcome these, comprehensive training and support should be provided, including workshops, tutorials, and professional development opportunities. Institutions should also establish on-campus computer labs or loan programs for students in need, and offer digital literacy courses to help them navigate digital tools effectively. Collaboration and support from multiple stakeholders are crucial for successful implementation. The Vision 2047, a framework for transforming Indian higher education, can help institutions prepare students for the digital age and create a conducive learning environment. Keywords: NEP2020, Digital Skills, Virtual Skills, GER, Collaboration.

“Technology earns us respect from your able-world”: Disabled students’ perceived outcome of digital technology use in higher education

Disability has yet to be demystified in many aspects. It is ridden with social sigma and lack of understanding. Nevertheless, perspectives surrounding disability can change greatly, and this would help ensure equitable human rights for all. Other changes wrought by recent technological transformation have not only made our life easier but also broadened the inequality and opportunity gap to some context. Considering such matters affecting access and equity in education, and with the qualitative methodology at the core so as to capture and analyse detailed data in depth and with sufficient trustworthiness, this paper aims explored the consequences of digital technology utilization of students with disability in Higher Education (HE) in Bangladesh. The findings depicted how technology uses helped students with disability to empower themselves and to become mostly self-dependent. Teacher’s World: Journal of Education and Research, Vol. 48(2), Dec 2022, p.102-111

Using immersive technologies to enhance the student learning experience

PurposeThe purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery.Design/methodology/approachThe research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19.FindingsThe findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature.Originality/valueThe study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.

Higher education students differ in their technology use

Digital media are widely used among Higher Education (HE) students; however, it is not clear yet how students from different disciplines apply learning technology. When differences in technology use were found among disciplines, they were identified broadly, for example, between soft and hard sciences, that is, social sciences/humanities vs. natural sciences. Beyond this, disciplines may also differ according to their traditions, norms and values that form their discipline-specific cultures. Thus, based on the theoretical perspectives of social cognitive theory and organisational culture, this present study aimed to examine students’ technology use in different HE disciplines. In a multilevel analysis, data from four German universities were analyzed, including more than 1,200 students from 105 disciplines. The findings suggest that students in different disciplines vary substantially in their average use of study-related technology. Furthermore, on the individual level, study-related technology use depends on individual factors, e.g., perceived usefulness. This present study's results contribute to further extending our knowledge about student technology use in HE. Above all, the conceptual and methodical models can serve as a theoretical and empirical basis for future studies. To analyze disciplinary differences, the study shows that a rough classification, for example hard versus soft disciplines, is not sufficient. Instead, the different disciplines need to be distinguished.

Pre-service Teachers’ Use and Usefulness of Blackboard Learning Management Systems for Self-Regulated Learning

Although BLB has many applications students use, it is not clear which applications are used most and perceived most useful for Self-Regulated Learning (SRL). The objective of this research is to establish applications pre-service teachers use most and perceive as most useful for SRL. The study used a cross-sectional survey design with 120 technology education undergraduate pre-service teachers. A questionnaire was distributed during the Technology Education period and collected after 45 minutes. Principal Component Analysis (PCA) determined the most BLB applications and their perceived usefulness, while a t-test examined male and female differences in the use and usefulness of BLB applications for SRL. Both tests were done using SPSS version 22. The major result shows half of all BLB applications perceived as useful were the ones used most and had positive associations. Three out of eight accounted for 95.69% of the use, while four applications accounted for 73.33% variances in usefulness. Component loadings 1-3 for BLB use variance were: subject content 80.9%, assessment 11.2%, and 3.55%, while usefulness components 1-4 variance were: subject content 26.7%, assessment 17.9%, class task 16.1%, and grade centre 12.6%. There were differences between gender in the use and usefulness of BLB applications, with males taking the lead in both. Thus, this study extends the debate on the gender gap in technology use in higher education.

A Study on Knowledge and Awareness of M-Learning among the Teachers of Higher Education

Higher education is tertiary education leading to award of an academic degree. Higher education, also called post-secondary education, third-level or tertiary education, is an optional final stage of formal learning that occurs after completion of secondary education. It represents levels 6, 7 and 8 of the 2011 version of the International Standard Classification of Education structure. Tertiary education at a non-degree level is sometimes referred to as further education or continuing education as distinct from higher education. Nowadays, m-learning services are interesting and very recent addition as a new vital platform for the higher education environment. This study explored the requirement for utilizing m-learning services in the higher education environment. Moreover, it provided the knowledge base about the current state of students’ awareness about m-learning services. Both of the environment and the infrastructure are appropriate to diffuse m-learning in the higher education environment. The results indicate that the higher education environment has the required infrastructure to utilize m-learning services. Furthermore, the results show that the teachers have adequate knowledge and awareness to use such technology in their education environment. However, the barriers and obstacles that could be faced during the actual use of mobile learning should be considered. Literature shows that while the limitations of mobile technology are reducing over time, the capabilities are going on increasingly. This study shows that the limitations of m-learning for education are well concerned by teachers. However, Mobile wirelesses technology use in higher education will keep growing and will become the choice of the learning environment. This study is part of research to investigate adoption and diffusion of m-learning services among teachers in the higher education environment.

PRINCIPLES OF FORMATION OF DIGITAL EDUCATIONAL SPACE TO IMPROVE THE QUALITY OF TRAINING OF FUTURE EDUCATORS

The article is devoted to the analysis of the theoretical foundations of the formation of digital educational space in higher education institutions in order to improve the quality of training of future educators. The aim of the article is a thorough theoretical analysis of the conceptual foundations of the formation of digital educational space in higher education to improve the quality of professional training of students, including future educators of preschool education. The following theoretical research methods were used in the work: analysis, synthesis, generalization, induction and deduction, comparison, concretization. The article proposes the substantiation of the problem of digitalization of education, the relevance of digital educational space in higher education, highlights the impact of information and communication technologies on expanding the content and capabilities of educational space, in particular in the training of future educators. A number of conditions have been proposed, the observance of which can increase the efficiency of digital modernization of the educational process of a higher education institution. The publication summarizes the goals (for the applicant, the customer and the educational institution) and the principles (uniformity, openness, accessibility, competitiveness, responsibility, validity, usefulness) of digital technology use in higher education by future educators. The article proposes a number of tasks that will improve the educational process and quality of training of future educators through the introduction of innovative information systems, including: development of new regulations and principles of data processing. formation of the list of data potentially subject to exchange; development of digital educational space architecture; development of data exchange protocols and approval of relevant standards; revision of the normative base of document circulation and organization of the educational process in order to eliminate conflicts of previous norms and modern electronic document circulation.

Can industrial revolution 4.0 increase access and equity to HE in SE Asia?

This brief highlights policies and procedures adopted by governments in South East Asia to increase better access to higher education among the lower socio-economic population groups. Increasing skills, knowledge, and competencies will create a competitive workforce for the manufacturing industry that is fast adopting Industrial Revolution 4.0 (IR 4.0) for increased production and viability. The brief also outlines the challenges faced in actualizing these policies. It highlights the impact of Covid-19 in accelerating technology use in higher education, as well as underscoring the increased gaps in access to higher education in the region due to Covid-19. The policy brief concludes with recommendations of best practices adopted in developed countries that are grounded in collaboration and sharing of resources.

Teaching methods matched with TEL tools to improve higher education within AduLeT project

Concepts discussed. E-learning has become a common way to teach and learn. Thenumber of technologies for a variety of educational purposes is already quite large and constantlyrising. Nevertheless, there is still a lack of formal training and support of digital skillswithin faculty training. The European ERASMUS+ project AduLeT (Advanced Use of Technologiesin Higher Education) wants to improve the teaching quality of lecturers by enhancingtheir skills concerning the use of technologies in an advanced way. It also aims at trainingthe lecturer on how a specifi c teaching method can be combined with a certain technology inaddition to providing guidelines, best practice and strategy concepts for lecturers and universities.AduLeT has the primary target group of lectures at the partners’ universities.Results and conclusions. The analysis of multiple studies before the project identifi ed:the following barriers concerning the advanced use of learning technologies in higher learning:(1) time, (2) motivation, (3) institutional/cultural factors and (4) self-effi cacy/self-confidence. As higher education lecturers face almost the same barriers to a different extend inmany different countries, the aim of AduLeT is to provide lecturers an environment withhelpful information for their teaching. A support system is implemented as a community ofpractice (CoP) with all the results of the project and driven by pedagogical aspects.Original approach. This article gives an insight into the project, and discusses the barriersthat were identifi ed within the scope of the project among the Hungarian participants.

University Teachers’ Ambivalence about the Digital Transformation of Higher Education

In contemporary higher education institutions, the digital transformation is obvious and necessary; new times call for new teaching approaches with the help from digital technology. This is a requirement not only from students but also from society at large, and it implies a partly changed teacher role, including digital competence alongside content, didactic and pedagogical competence. For many teachers this means an increased workload and stress, at the same time as they recognize the opportunities and possible benefits that digital tools offer. To provide a contribution to the understanding of the complexity that digital transformation in higher education means, we investigate how theoretical assumptions about technology integration in education relate to the teaching practice of university teachers. The article draws from two separate studies with university teachers, carried out in a small Swedish university; a survey with 254 respondents and a focus group interview with six participants. Results indicate that the teachers are hesitant yet positive towards using digital technology in their pedagogical practice and that there is ambivalence surrounding the issue at hand, as the integration of technology in teaching is connected to organizational and societal processes beyond their direct control. We argue that one-sided theoretical assumptions about technology integration may be an explanation of the situation where the practice and rhetoric of technology use in higher education diverge. https://doi.org/10.26803/ijlter.18.13. 7

Answering the Challenge of Industrial Revolution 4.0 Through Improved Skills Use of Technology College

The era of the industrial revolution 4.0 requires working effectively and efficiently, all the activities is quick and easy. Skills use of technology is one of learning skills that must be mastered to achieve success in life in the era of industrial revolution 4.0, especially in the academic field for students undertaking study or the study completion. Skills good use of technology will make the students quickly and easily complete the study. This study aims to analyze the importance of skills enhancement technology use in higher education in order to meet the industrial revolution 4.0. The research sample student counseling. Research data analysis using percentage. The research found that the importance of improving the skills of the use of technology in higher education and in general skills of student technology use is not optimal.

User-Based Perspective on Cost as a Limiting Factor to Conference Call Technology Use in Higher Education

The use of ICTs in many parts of sub-Saharan Africa, including Ghana, has been described as transformational. However, there is paucity of research on user perspectives on ICTs in institutions of higher learning. This cross-sectional study assessed the perception of students at the University of Cape Coast in Ghana regarding cost as a limiting factor to the use of conference call technology. The complementary log-log regression model was based on a sample of 62 students surveyed in April and May 2015; which sixty-nine percent indicated that cost was a limiting factor. Though Chi-square statistic failed to reject the hypothesis, at the bivariate level, some relationships were statistically significant. Most of these relationships were not robust and disappeared completely when other factors were controlled in the multivariate model. Also, some relationships were absent at the bivariate level and only appeared at the multivariate level indicating that the connection between students' perception of cost and compositional and organisational factors is complex.

Current Trends and Patterns of Technology Use in Higher Education

Education can be identified as one of the fast growing sociological subsector in any country in the world. Many developing countries have picked this as the key for the success and any sort of development in education has a direct impact to the development of the country. Knowledge and the information play a vital role in individual level or at university level. Technological improvements such as printing machines, postal services, telephone, radio, television, and the Internet, have been a driving forces yielding to new delivery methods and platforms. The purpose of this study was to determine how the education system has grown and identify the current trends and patterns in higher education teaching and learning. Journal articles were referred to identify the trends and patterns, which have evolved in the higher education. Educational technologies are used in most educational systems for a variety of purposes; such as delivering knowledge and managing teaching/ learning process, as well a media for communication between learners and instructors and between learners and their peers. There are dozens of technologies used in e-learning. Out of the variety of online resources available students are more focused towards ideas and concepts related to their content such as simulations, animations, models, videos, or audio clips, etc. There are websites, which contain educational videos such as YouTube, TeacherTube, Google Video, and other online video repositories, with the usage becoming increasingly common. Therefore, it is important to perform an analysis on technological trends and current usage of IT related characteristics in the higher education teaching and learning in Sri Lankan context.

Investigating Gender and Racial/Ethnic Invariance in Use of a Course Management System in Higher Education

This study focused on learning equity in colleges and universities where teaching and learning depends heavily on computer technologies. The study used the Structural Equation Modeling (SEM) to investigate gender and racial/ethnic heterogeneity in the use of a computer based course management system (CMS). Two latent variables (CMS usage and scholastic aptitudes)—with two moderation covariates (gender and ethnicity)—were used to explore their associational relationships with students’ final grades. More than 990 students’ CMS data were collected from courses at a Midwest public university in the United States. The final model indicated that there was gender and racial/ethnic invariance in the use of the CMS. Additionally, CMS use was significantly positively associated with students’ academic achievement. These findings have policy and practical implications for understanding the correlation between technology use and academic achievement in colleges and universities. This study also pointed out future research directions for technology use in higher education.

A meta-analysis of blended learning and technology use in higher education: from the general to the applied

This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379–439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student–student, student–teacher, student–content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1–6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9–14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice—in other words, not just answers to the “big questions.” In this instance, we know that technology has an overall positive impact on learning (g + = +0.35, p < .01, Tamim et al. in Rev Educ Res 81(3):4–28, 2011), but the sub-questions addressed here concern BL interacting with technology in higher education. The results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation (g + = 0.334, k = 117, p < .001) and that the kind of computer support used (i.e., cognitive support vs. content/presentational support) and the presence of one or more interaction treatments (e.g., student–student/–teacher/–content interaction) serve to enhance student achievement. We examine the empirical studies that yielded these outcomes, work through the methodology that enables evidence-based decision-making, and explore how this line of research can improve pedagogy and student achievement.

A decade on, and it’s still Groundhog Day: questioning research on technology in higher education

AbstractIt has been suggested that there is an ongoing failure to learn from previous research and policy about technology use in Higher Education. This paper explores this claim, critiquing policy and practice around curriculum design and delivery, using ideas about tacit practice and the lived (or performed) curriculum. This reveals a consistent focus on tangible elements such as materials, at the expense of ephemeral but vital aspects of curriculum practice, supporting claims about a lack of progress. However, a more optimistic interpretation may be possible, viewing this instead as a consistent way of understanding new technologies as they arise.

Evaluation of a Faculty Development Model for Technology Use in Higher Education for Late Adopters

The design, implementation, and evaluation of the second phase in a two-year faculty development initiative by the Southeastern Pennsylvania Consortium on Higher Education (SEPCHE) is presented. The initiative addressed instruction of SEPCHE faculty in the use of technology in college teaching. Six workshops were conducted for faculty in specific disciplines to create working relationships among SEPCHE faculty, establish faculty as mutually supportive resources, to decrease attitudinal and behavioral barriers toward adoption of new technology by “late adopters,” and to improve teaching effectiveness through the application of new technology. Faculty from SEPCHE, rather than outside consultants, served as expert presenters. Workshops included mastery of software and adaptation for specific disciplines, Internet search strategies and usable sites, Web site design, and electronically mediated course delivery. Faculty indicated satisfaction with the workshops in exit interviews, and attitudinal and usage changes are documented by evaluation four months later.