Teaching skills in virtual and blended learning environments

Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning

The Strategic Role of ICT in Islamic Higher Education

Times continue to change, cultural shifts continue to occur continuously. The world of education is no exception. It is inevitable that the erosion of information and communication technology will continue to touch the world of education. From management, learning and finances, the use of information and communication technology can be maximized.This research method is a qualitative research method with a case study approach. A case study is a model that focuses on "bounded system" exploration of one case or several cases in detail by extracting data in depth. Various sources of information that are rich in context are used for data mining.. Basic Concepts of Information and Communication Technology, The Role of ICT in the Learning Process in Higher Education and Supporting Institutional Administration, Stai Nurul Ilmi Tanjungbalai slowly began to complete the infrastructure for managing the campus and conducting learning. The room is provided with multimedia equipment and WiFi which can be used as a source of learning material.In the end, based on the experience of universities that have successfully used ICT to improve performance, it can be said that the ICT "invasion" in the world of higher education will not be successful. Campus human resources must be ready to change their paradigm, way of thinking and daily habits

Saudi EFL Learners’ Perceptions of the Benefits of ICT Integration into English Learning

This study focuses on exploring the benefits perceived by Saudi English as a Foreign Language (EFL) students of integrating Information and Communication Technology (ICT) into English learning and teaching. It also aims to determine their use of ICT and their attitudes to its use in learning and teaching. Data were collected through a questionnaire survey from 120 female preparatory year students studying at an English Language Institute (ELI) at a University in Saudi Arabia. The quantitative data obtained were analysed through statistical descriptive analysis. The findings of the study reveal positive attitudes among students on the use of ICT in English learning and teaching. The majority of the students used ICT to access English learning resources to learn English. Students also perceived ICT as a useful tool that could be used to access authentic materials. In addition, students strongly agreed that ICT can improve their English learning and helps increase learning autonomy. The findings of the study were discussed and compared with the findings of related literature. This study provides valuable insights on how students perceive ICT as a tool of learning and teaching that can help provide a better English learning experience. Moreover, this study contributes to the research area of ICT use in EFL learning in the Arab higher education context

E-learning implementation strategies for an ICT-challenged environment : case of the University of Ghana, Legon

E-learning implementation in higher education continues to gain prominence in both developed and developing countries, and while most universities in ICT-rich environments are exploring different ways of using ICT and multimedia resources to enhance teaching and learning, the same cannot be said about ICT-challenged environments. Nevertheless, the question of successful and sustainable e-learning implementation continues to remain a challenge, particularly in ICT-challenged environments. The primary purpose of this research was to examine policy and strategy issues that have influenced the process of e-learning implementation at the University of Ghana (UG), given that previous ICT and e-learning initiatives failed to improve teaching and learning. The argument underlying this research is that successful e-learning is based on an institution’s capacity and how effectively the available resources are mobilised, coordinated and managed to develop skills and competencies. Synthesising the theoretical models of Rogers’ Diffusion of Innovation Adoption Model (2003), Collis and Moonen’s 4-E model (2001), and other institutional experiences of e-learning implementation, this thesis argues that there are three thematic domains (Institution, People, and Technology) that e-learning implementation must focus on. The results of this research show that acquiring technology infrastructure, organising workshops, and asking users to accept and adopt e-learning is not enough to promote and achieve a successful e-learning implementation. Policies, objectives, and strategic level checklists are critical for success using the framework developed in this thesis for ICT-challenged environments

Towards mobile learning deployment in higher learning institutions : a report on the qualitative inquiries conducted in four universities in Tanzania

Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Spe- cifically, we examine the potential of m-learning for HLIs in Tanzania and the challenges that hinder successful m-learning deployment. We adopt a comparative qualitative case study design in which four HLIs in Tanzania were purposefully selected. The study uses a combination of de- sign science research approach and qualitative methods including grounded theory, document re- views, and observation. The respondents included university lecturers, students and ICT experts, who were selected for the interviews through theoretical sampling. The transcripts were loaded, coded and analyzed in NVIVO software. The results indicate that mobiles (smartphone, tablets, laptops, feature-phones etc.) are widely used in the HLIs. Stakeholders perceive that m-learning deployment is important and useful because it improves the quality of the learning experience. The results further indicate that there are financial, pedagogical, technological, infrastructural, individuals – and policy – related challenges that hinder successful deployment of m-learning in HLIs in Tanzania, such as limited network coverage, some students ́ inability to afford mobiles, lack of qualified staff for preparation of mobile content and administration, gaps in the exist- ing policies, and faulty course design. However, our results show that participants are optimistic about the potential of m-learning in the HLIs of Tanzania. They expect that m-learning will im- prove access to learning resources, teacher-student and student-student interaction without being restricted by time or place. Thus, m-learning is considered to have the potential to address issues of crowded classrooms, expertise, access to learning materials, flexibility of the learners as well as remote connectivity.
 We recommend that HLIs should prioritize m-learning and commit resources to the success of the related projects. We also recommend that the governments and stakeholders provide policy interventions, subsidize mobile technologies, expand network coverage, build capacity within and outside HLIs, and improve digital literacy by integrating ICT education at all levels of education

An opportunity for the improvement of higher education through the information and communication technologies

Nowadays, e-learning, teleformation, or training based on ICT (Information and Communication Technologies), play a fundamental role in the improvement of the learning processes that is taking place at the Universities. On the one hand, the incorporation of the ICT in a face-to-face, distance or blended modality and, on the other hand, the European convergence process, have influenced on the change and improvement of the institution, in general, and the teaching leaming process developed in Higher Education, in particular. Nevertheless, it could be necessary to remark that the basic objective is to improve the attention of the users (in our case, students of Education Sciences). Another important aim is to optimize the resources based on Internet. But, mainly, in order to promote innovating processes which simplify and make agile not only the work of the teaching staff and students but also the communication among them. The purpose of this paper is to find out if pre-service teachers prefer a virtual modality during the Practicum period, when they finish their studies on Education

Distance education in transition: adapting pedagogical models and approaches for adult learners in the digital world

There is considerable potential for teaching and learning in Higher Education - particularly that undertaken at a distance - to be enhanced through the use of digital technologies. Information and communication technologies (ICT) can improve access to information and resources and provide new opportunities for communication between students and teachers. This is particularly important for students of the UK Open University (UKOU) who undertake their studies independently, at the time and place that best suits their circumstances. Being geographically dispersed, students seldom have access to an academic library in which they can consult specialist texts and journals, and their opportunities for personal contact with their teachers and fellow students are limited. Internet technologies enable pedagogic models and approaches to be adopted for dispersed independent learners that were previously difficult or impossible to put into practice. However, the potential benefits are unlikely to be realised unless fundamental issues are addressed at an institutional level in relation to teaching practices in DE and the underlying assumptions and educational models

Integrating Technology into the Activities of a Traditional University: Facing up to the Problems.

In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-9This paper describes the evolution of an institutional strategy for on-line learning development at a traditional campus based university. It evaluates the implementation of this strategy, mainly by analysis of feedback obtained from staff attending ICT related training courses. One conclusion from the evaluation is that it is possible to avoid unnecessary duplication of resources, even in a highly devolved organisational structure, by a combination of central leadership and appropriate locally based support. Other conclusions include the fact that a majority of staff are quite eager to use ICT tools to improve what they do and that the major factor which prevents them is confusion about, and reliability of, both networked and local ICT tools and services. There is also evidence to show that concerns about technology taking a lead in the future design of pedagogic approaches are not well founded. It is quite clear that most, if not all staff are sufficiently professional in their approach to ensure that any use of ICT benefits, rather than harms, the student learning experience

The prospects of cloud technologies application as a mean to support fundamental training of informatics disciplines

Розглянуто напрями застосування засобів ІКТ для підвищення якості і доступності навчання інформатичних дисциплін. Окреслено проблеми фундаменталізації навчання в сучасному високотехнологічному інформаційно освітньому просторі. Розглянуто можливість використання хмарно орієнтованих електронних освітніх ресурсів і сервісів для підтримування процесів масового неперервного навчання інформатичних дисциплін. Висвітлено перспективні шляхи інформатизації освітнього середовища вищих навчальних закладів на базі хмарних технологій.The areas of ICT application to improve quality and availability of informatics training courses are considered. The problems of fundamental training of informatics disciplines in modern high tech information educational environment are outlined. The possibility to use cloud-based electronic educational resources and services to support continuous learning process of informatics disciplines are described. The promising ways of development of information learning environment of higher education basing on cloud technology are outlined

Notre Dame academics collaborate to deliver digital mathematics learning tools

The University of Notre Dame Australia has been granted $165,000 by the Australian Government Department of Education, Employment and Workplace Relations to investigate how technology tools, including mobile technologies, and software programs can enhance the learning and teaching of mathematical concepts to promote understanding. Developing digital information and communications technology educational (ICTE) resources for mathematics is just one branch of the ground-breaking$7.8m Teaching Teachers for the Future Project. The project, the largest of its type ever undertaken at a tertiary level in Australia, sees current pre-service teachers from 39 universities and higher education institutions combining together to build up their ICTE capacity. Fremantle Campus School of Education lecturers, Associate Professor Jean MacNish and Ms Lorraine Day, are project leaders in this branch of mathematics education. They will investigate current best practice of the use of information and communication technology (ICT) in teaching of mathematics. The results of their research will guide their recommendations on how the use of ICT can be incorporated into mathematics curriculum to improve student learning in conjunction with the new national graduate teacher standards. Ms Day, a former President of the Mathematical Association of Western Australia, will work alongside teachers in their classrooms to assist both staff and students in their use of ICT resources, ultimately enhancing the delivery and their understanding of mathematics curriculum. “I would like to see mathematics teachers make their lessons more concrete, more visual and more kinaesthetic so that the students will be engaged and have an understanding of what they’re doing,” Ms Day said. “I am going to ‘team teach’ primary mathematics units in second semester with one of our other maths educators. We have revamped these units to include the use of technology throughout. “We haven’t changed what we’re teaching, but we’ve changed how we’re going to teach it!” Associate Professor MacNish, who has led many national ICT research programs, says she is excited about the project which ensures Notre Dame pre-service teachers are prepared to teach the Australian mathematics curriculum using current and emerging technology. Media Contact: Leigh Dawson (+61) 8 9433 0569, Mob (+61) 0405 441 09