The digitalization of universities from a students’ perspective

The digitalization of higher education institutions is progressing significantly. Though the use of digital assets enhances the students’ learning experience and offers new opportunities for administration, there are no uniform standards for the use of digital media in teaching and student services. As educational service providers, universities are dependent on students being able to cope with the structures offered. Thus it is essential to ascertain students’ attitudes of the technologies used. We asked students from three blended learning courses about their perceptions. We further asked the students what should be done and by whom. Our results show that students see structural changes occurring not only in themselves but also at the level of the university management. Our research contributes to the actual discussion about the digitalization of higher education by offering suggestions for development from a students’ view. The results are valuable for lecturers and faculty managers who want to advance the digitalization of services and learning.Brink, H.; Packmohr, S.; Vogelsang, K. (2020). The digitalization of universities from a students’ perspective. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):967-974. https://doi.org/10.4995/HEAd20.2020.11181OCS96797430-05-202

Comparing Pre- and Intra-Covid-19 students’ perception of the digitalization of higher education institutions

[EN] Higher education institutions (HEIs) are significantly progressing, especially to external affordances caused by Covid-19. Digital assets are an opportunity during the pandemic to secure social distance and enhance the students’ learning experience at the same time. Also, student administration might benefit from new digitally-enhanced opportunities. There is no uniform procedure for the use of digital media in teaching and student services. Thus, HEIs need to ascertain students’ attitudes toward the technologies used. To compare attitudes before and during the pandemic, we surveyed students about their perceptions. The first round of surveys was completed in a blended learning setting in fall 2019 before the global pandemic of Covid-19. The second round was conducted in an online learning setting in February 2021 after nearly one year of higher education under Covid-19. Our results show that students’ perceptions toward digitalization at HEIs differ in many aspects due to the Covid-19 pandemic. Students during the pandemic are more critical of the effects on their learning success. The study indicates that the adoption has taken place more quickly in services. Still, teaching concepts and the learning culture are lagging.Packmohr, S.; Brink, H. (2021). Comparing Pre- and Intra-Covid-19 students’ perception of the digitalization of higher education institutions. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 719-726. https://doi.org/10.4995/HEAd21.2021.13044OCS71972

The influence of active involvement on learning outcomes of physics pre-service teachers: A case study of blended learning on statistics course

This research aimed at identifying the influence of active involvement on blended learning for Statistics course on the learning outcomes of Physics pre-service teacher. This research also attempted to depict the benefits and challenges during the implementation of blended learning in the higher education context, particularly the implementation of blended learning for Statistics course among Physics pre-service teachers. The sample of this research was the entire students of Physics education department who attended Statistics course in the Fifth semester. Based on the results of the research, the active involvement of Physics pre-service teachers during blended learning session on Statistics course contributes as much as 56.5%. While the correlation equation obtained was Y= 44.509 + 0.503 X. The average responses of blended learning given by the Physics pre-service teacher on Statistics course was 81.5%. The implementation of blended learning for Statistics course improves the active involvement of Physics pre-service teachers

Defining the nature of blended learning through its depiction in current research

© 2018 Informa UK Limited, trading as Taylor & Francis GroupBlended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’.Peer reviewe

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As innovation and technology can improve students learning performance. Mobile social networks can be a useful tool as it has allowed users to share information, exchange ideas, communicate, and access information or learning resources anytime anywhere. However, the success of implementing technology in education is depend on users’ acceptance and use. Rogers also verified that those adopting an innovation have variant characteristics that must be addressed. Thus, this study aims to 1) investigate the factors associating students’ adoption of learning through mobile social networks for higher education in different groups of innovation adopters, and 2) compare the adoption in different groups of innovation adopters. The study proposed the research framework based on a modified Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). The questionnaire was conducted to collected data. Following the data screening process, 113 responses were used for the analysis. The multiple linear regression was performed to determine students’ adoption. The study concludes that innovators, early adopters, and early majority perceive the proposed factors differently

Acknowledging Emotive Response and Epistemic Positionality: Disruptive Transformative Pedagogy Amidst a Global Pandemic

In the dynamic and iteratively changing landscape of global Higher Education, processes of learning, teaching and professional practice have been irrevocably impacted upon by the COVID-19 virus. This brief paper explores how the concept of emotive response generally and emotional labour specifically, have impacted on the context of Higher Education Institutions globally and the implications of this in practice based educational settings. Wider civic society will bear the burden of this pandemic via processes of economic restraint for a generation, yet transformative perspectives have great significance to both how people’s capacity to reflect and make meaning of current times will continue to drive a proactive and reflexive response to the challenges and opportunities it provides. Mezirow’s, now seminal, Transformative Learning Theory (2009), and the Hayes and Corrie (2020) Disruptive Pedagogical Approach to facilitating learning provide the baseline theoretical frameworks for this conceptual discussion

Problem Based Learnıng Model wıth Blended Learnıng Approach to The Effectıveness of Student Learnıng Outcomes

The low completion of student learning in a subject is the reality of the quality of education in schools. The model in learning is one of the factors that can cause an impact on students' learning achievements. The use of the learning model must be adjusted to the characteristics of the student himself and the subjects taught. This article is intended to reveal the differences in blended-based Problem Based Learning (PBL) learning and Problem Based Learning (PBL) learning to the learning outcomes of students of Class X at SMK Negeri in Bangkalan and describe the influence of interaction between blended-based Problem Based Learning (PBL) learning model and learning motivation for the learning outcomes of students of Class X at SMK Negeri in Bangkalan.. This research used quantitative research with experimental methods. In this case, it used two tools, namely questionnaire survey and learning result test. The experimental classes in this study used the blended-based Problem Based Learning (PBL) model conducted online learning and offline and face-to-face learning, while the control classes used the PBL (Problem Based Learning) model for face-to-face learning. This quantitative research used the data analysis technique through the two-way variant analysis (ANOVA) technique. The results showed that the baseline estimate of student learning outcome using the PBL learning model was 40, the highest score was 90, the average score was 72.33, and the standard deviation was 16,439. Compared to the learning outcome of students who used the problem-based learning (PBL) model the lowest score was 45, the highest score was 95, the average score was 80.67, and the standard deviation was 11,502. Seeing from the results of the exploration, it can be concluded that the results of the blended-based Problem Based Learning model are higher, or in other words, students' learning outcomes become more effective by using the approach

A Cloud-based Framework for Quality Assurance and Enhancement as a Service (QAEaaS) for Universities with Blended Learning Approach

The dynamic and multi-dimensional quality assurance process for Saudi higher education institutes under the National Commission for Academic Accreditation and Assessment (NCAAA) demands an integrated framework for management and support of internal quality reviews and evidence-based self -studies in a cost-effective way. Due to cross-institutional involvement, quality assurance compliance with NCAAA standards is even more challenging for institutes offering courses with blended learning paradigm in multiple campuses. This papers proposes a Cloud-based framework to realize Quality Assurance and Enhancement as a Service (QAEaaS) to facilitate the internal quality reviews by providing efficient data management and effective communication for different stakeholders. Architecture of the proposed framework is described with respective features to cope with the identified quality assurance challenges and issues faced by the Saudi higher education institutes

Integrating Technology Into Instruction At A Public University In Kyrgyzstan: Barriers And Enablers

The purpose of this study was to determine enablers and barriers to the technology integration into education based on the example of the situation at the Kyrgyz-Turkish Manas University as reported by students and instructors. The study employed the mixed-methods research design, combining data obtained from 477 student and 57 instructor questionnaires supplemented by interviews with 11 students and 9 instructors. The study revealed that although technology is being used at the universities all over the country, there still exists the lack of both hardware and software laboratories and the instructors have limited knowledge and experience with technology, which, in its turn, indicates the shortage of qualified technical personnel. The cost of personal computers and problems with the Internet connection were claimed to be the major barriers for students