Media Usage in Post-Secondary Education and Implications for Teaching and Learning

The Web 2.0 has permeated academic life. The use of online information services in post-secondary education has led to dramatic changes in faculty teaching methods as well as in the learning and study behavior of students. At the same time, traditional information media, such as textbooks and printed handouts, still form the basic pillars of teaching and learning. This paper reports the results of a survey about media usage in teaching and learning conducted with Western University students and instructors, highlighting trends in the usage of new and traditional media in higher education by instructors and students. In addition, the survey comprises part of an international research program in which 20 universities from 10 countries are currently participating. Further, the study will hopefully become a part of the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning

Users' trust in information resources in the Web environment: a status report

This study has three aims; to provide an overview of the ways in which trust is either assessed or asserted in relation to the use and provision of resources in the Web environment for research and learning; to assess what solutions might be worth further investigation and whether establishing ways to assert trust in academic information resources could assist the development of information literacy; to help increase understanding of how perceptions of trust influence the behaviour of information users

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

Technology-enhanced learning: a new digital divide?

Abstrac

The pros and cons of the use of altmetrics in research assessment

© 2020 The Authors. Published by Levi Library Press. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: http://doi.org/10.29024/sar.10Many indicators derived from the web have been proposed to supplement citation-based indicators in support of research assessments. These indicators, often called altmetrics, are available commercially from Altmetric.com and Elsevier’s Plum Analytics or can be collected directly. These organisations can also deliver altmetrics to support institutional selfevaluations. The potential advantages of altmetrics for research evaluation are that they may reflect important non-academic impacts and may appear before citations when an article is published, thus providing earlier impact evidence. Their disadvantages often include susceptibility to gaming, data sparsity, and difficulties translating the evidence into specific types of impact. Despite these limitations, altmetrics have been widely adopted by publishers, apparently to give authors, editors and readers insights into the level of interest in recently published articles. This article summarises evidence for and against extending the adoption of altmetrics to research evaluations. It argues that whilst systematicallygathered altmetrics are inappropriate for important formal research evaluations, they can play a role in some other contexts. They can be informative when evaluating research units that rarely produce journal articles, when seeking to identify evidence of novel types of impact during institutional or other self-evaluations, and when selected by individuals or groups to support narrative-based non-academic claims. In addition, Mendeley reader counts are uniquely valuable as early (mainly) scholarly impact indicators to replace citations when gaming is not possible and early impact evidence is needed. Organisations using alternative indicators need recruit or develop in-house expertise to ensure that they are not misused, however

The potential of wiki technology as an e-learning tool in science and education; perspectives of undergraduate students in Al-Baha university, Saudi Arabia

This paper examines the potential of wiki technology as an e-learning tool in Al-Baha University, Saudi Arabia with a random sample in two colleges: science and education. 24 male students participated in this survey. The data is collected through interviewer-administered questionnaires with 16 questions divided into four axes. The data is analysed to reveal the students’ perceptions of using wiki technology in learning. The results indicate that, students prefer to learn collaboratively with positive perceptions of wiki. These results lead us to determine the possible potential of wiki technology as an e-learning tool for undergraduate students in similar context

Розв’язування задач як основа математичної підготовки майбутніх інженерів

The results of the study of the problem of solving mathematical tasks in the preparation of future engineers are revealed. The urgency and importance of the topic is substantiated by the need of Ukrainian enterprises in qualified specialists of engineering specialties and the need of the society to ensure high quality of education. An approach to task solving in higher mathematics is theoretically developed. The peculiarities of its practical implementa-tion are clarified. Guidelines and steps for solving problems are explained. Rules for verifying resolved tasks are produced. The errors that future engi-neers make when solving tasks are classified. The necessity of making changes to the higher mathematics syllabus at the National Technical University "Kharkiv Polytechnic Institute" and the introduction of laboratory works using Mathcad, Mathlab, Scilab etc. are substantiated.Статтю присвячено найголовнішому аспекту математичної підготовки майбутніх інженерів – розв’язуванню задач. Теоретично розроблено підхід до розв’язування задач з вищої математики. Розкрито особливості його практичної реалізації. Виявлено методичні рекомендації та етапи розв’язування задач. Висвітлено правила перевірки розв’язаних задач. Класифіковано помилки, яких припускаються майбутні інженери під час розв’язання задач. Досліджено структуру практичного заняття для ефективного вирішення поставленої проблеми. Рекомендовано схему самоаналізу викладачем проведеного заняття. Підтверджено високий результат розв’язання математичних задач на студактивних заняттях

Chief executive pay in UK higher education: the role of university performance

open accessRemuneration for chief executives in UK higher education—known as Vice Chancellors (VCs)—has been on an upward trend in recent years, and VCs have received criticism that their performance does not warrant such reward. We investigate the relationship between VC pay and performance (rooted in principal agent theory), taking into account an array of other possible determinants. Deriving measures of VC performance is difficult as VCs are agents for various principals, and each principal may be interested in a different aspect of performance. We consider three measures of VC performance here: managerial efficiency as measured by data envelopment analysis; performance in university rankings produced by the media; the financial stability of the university. We construct a comprehensive data set, covering academic years 2009/2010 to 2016/2017, a period of considerable change in the UK higher education sector including rapidly-rising undergraduate tuition fees. Our results show that, once other possible determinants of VC pay are taken into account, the main measure of performance which affects VC pay is the one based on media rankings. Thus the agents (VCs) appear to be rewarded for delivering against this performance benchmark which is likely to be of interest to a variety of principals. This result however varies by type of university suggesting that the labour market for VCs differs by mission group