THE IMPACT OF COLLABORATIVE SYSTEMS ON ACADEMIA, e-BUSINESS AND INFORMATION SOCIETY

The economic impact of the digital revolution is highly important. Without www, globalization and outsourcing would have not been possible. The impact of the IT technological boom, especially on the higher education process is highly important. The facilities offered by the IT technological environments allow major changes both at the level of the teaching materials’ design and the projection of the learning environment, by using new systems and collaborative-participative technologies, student-oriented with distributed resources and a real fluidity of the roles in the learning process. Nowadays, small and middle – sized enterprises use the same collaborative systems (or their components) known by abbreviations such as ERP, CRM, SCM, HRS, etc. in order to provide data and information to the decision-making bodies at all levels, in due time. One of the problems in using collaborative systems has been the complexity of large-scale systems and, therefore, the main topics of this paper are: basic components, development of collaborative systems, benefits, costs, replacing/ re-implementing, e-Business, structuring the manufacturing Database, achievement of these systems successfully etc, and integration of these systems into the academic curriculum.Collaborative Systems, e-Learning, m-Learning, i-Click Technologies, Globalization, e- Business, Information Society

Technical and didactic knowledge of the moodle LMS in Higher Education: beyond functional use

Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroo

THE MECHANISM FOR THE IMPLEMENTATION OF DIGITAL EDUCATIONAL RESOURCES IN THE "ELEARNING" SYSTEM

The problems of implementing e-learning through the integration of teaching and information and communication technologies that radically increase the effectiveness of training and massive quality education. Sets out requirements for the characteristics of the system being interconnections with adjacent systems for the storage and use of digital learning resources (DLRs). The requirements to be met by DLR, placed on the portal «elearning »

Teaching Digital Ethics in Information Systems

This paper reviews and discusses the little-explored topic of digital ethics education in Information Systems and related fields. The importance of teaching digital ethics to students studying information and communication technologies (ICT) is increasingly recognised. However, it is unclear how ethics should best be taught to these future ICT practitioners. Using a narrative literature review methodology to explore existing scholarly work, this paper identifies five pedagogical theories related to digital ethics education. Additionally, the paper outlines approaches that deploy standalone ethics units, integrated ethics teaching, and hybrid teaching approaches, and identifies the employment of and emphasis given to various moral theories in digital ethics education. The paper then discusses how these three sets of findings—namely, different pedagogical approaches, degree of integration of ethics teaching, and use of moral theories—are related to each other. It provides educators with information and reflections to consider when designing digital ethics teaching

The impacts of cloud computing adoption at Higher Education institutions: a SWOT analysis

The integration of advanced technologies within education has frequently enhanced teaching. In higher education it is not a surprise that using the latest developments in cloud computing improves learning practices and thus ensures they are more interactive, available, and convenient. The ease of integration, collaboration, and sharing of information and knowledge made possibleby cloud computing will be further enhanced if this technical advancement is used wisely and in a foolproof manner. In this paper, a SWOT analysis of the impact of cloud computing on higher education methodologies is presented. A SWOT analysis is here demonstrated to be a helpful guide in decision-making for all higher education institutions when considering the migration of their present learning systems to cloud based systems

Integrating nursing informatics into undergraduate nursing education in Africa: a scoping review

Background: Information and communication technologies have become omnipresent in healthcare systems globally, and since nurses comprise the majority of the health sector workforce, they are expected to be adequately skilled to work in a technology-mediated environment. Integrating nursing informatics into undergraduate nursing education is a cornerstone to nursing education and practice in Africa. Aim: This scoping review aimed to evidence the integration of nursing informatics into undergraduate nursing education in Africa. Methods: A scoping review of the literature used electronic databases including CINAHL Plus databases; EmCare; MEDLINE Ovid; Scopus; ERIC ProQuest; Web of Science; Google; and Google Scholar to locate papers specific to the African context. From a total of 8723 articles, 19 were selected for critique and synthesis. Results: Selected studies indicated that nursing students used several information and communication technologies tools primarily for academic purposes, and rarely for clinical practice. In Africa, the challenges for teaching informatics in nursing education included: limited information and communication technologies skills among faculty and students; poor teaching strategies; and a lack of standardization of nursing informatics competencies. Successful integration of nursing informatics into undergraduate nursing education in African countries depends on restructuring nursing informatics content and teaching strategies, capacity building of the faculty and students in information and communication technologies, political commitment, and collaborative partnership. Conclusion: Nursing informatics is scarce in undergraduate nursing education in Africa due to the implementation and adoption challenges. Responding to these challenges requires a multi-sectoral approach in the revision of undergraduate nursing curricula. Implication for nursing education, practice, policy and research: This study highlights the importance of nursing informatics in undergraduate nursing education, with its challenges and success. Nursing education policies should support the development of well-standardized nursing informatics content and appropriate teaching strategies to deliver it. Further research is needed to establish which aspects of nursing informatics are integrated into undergraduate nursing education and nursing practice, implementation process, challenges and possible solutions. Collaborative partnerships are vital to developing nursing informatics policies to better prepare graduate nurses for the African healthcare workforce in the digital era

Fostering Independent Learners of Information Systems in the 21st Century Through Integrated Educational Technologies

The topic of this panel session is the management and delivery of course content through the integration of new instructional technologies to facilitate independent student learning in technical courses. The two lead panelists will provide examples and explanations of newly restructured information systems courses using a range of instructional technologies, including an online course management system, student response system, online video tutorial approach, classroom information systems synchronization tools, smart classroom technologies, and online student collaboration tools. These courses have been developed to foster a move away from the traditional classroom lecture “teaching centric” paradigm to an independent “learner centric” paradigm. This classroom methodology was developed as one result of the work completed for an NSF-funded project, Expanding Pathways for Educational Development and Information Technology Experiences (ExPEDITE). A focus of this classroom methodology is presenting technology-based course material to students with little to no technical background. These students often perceive technology-related classes as extremely difficult and many times overwhelming. The proposed methodology uses the various instructional technologies to slowly build the learner’s background through a gradual, repetitive learning process where the learner becomes more independent with each classroom activity

Promoting higher order thinking skills via teaching practices

The birth of the Malaysia Higher Education Blueprint (2015-2025) consolidates the Ministry’s overriding aspiration to create a higher education system that ranks among the world’s leading education systems and that enables Malaysia to compete in the global economy by specifically promoting Information and Communication Technologies (ICT) and innovations that address students’ needs and enable greater personalisation of the learning experience (Ganapathy et al. 2016). This exploratory study is vital in gaining deeper insights into the current teaching and learning practices used by ESL lecturers, the types of ICT used in their classes, their views on the integration of these skills into the curriculum and the application methods of teaching and learning using ICT to promote Higher Order Thinking Skills (HOTs). Data were collected using purposive sampling where 40 participants were selected to take part in answering a questionnaire and participating in an interview. These respondents for this study comprised of a group of lecturers teaching English major degree courses in a public university in Malaysia. The findings of this study contribute a significant amount of information to the statistics of ESL teaching and learning in higher education especially in using ICT to promote HOTs. Findings from this study provide several important insights on the potential opportunities of technologies in facilitating higher order thinking but success lies on the tasks that are appropriately designed for promoting the content. This study found that ESL lecturers encounter challenges that need to be addressed in order to facilitate the learning process with the integration of ICT as a supplementary tool in promoting higher order thinking skills

The Effect of Mathematics Instruction through Computer Algebra Systems on the Academic Achievements of Secondary Education Students: Turkey Example

The purpose of this study is to determine the effect of the mathematics teaching, which is carried out by mathematics teachers through computer algebra systems, on the achievement of students. A hundred and forty five 10th grade students have taken part in the study as participants. In the research where quantitative research methods were used, quasi-experimental design was used. In the study, class implementations were carried out by three mathematics teachers who had in-service training about the integration of the computer algebra systems to the learning-teaching environments beforehand. In the implementations at issue, teachers carried out computer-assisted instructions about parabola through Mathematical software in experimental groups. In control groups, they carried out the lessons by using information and communication technologies at a baseline level using traditional teaching method. In the research, students' mathematics report grades and also parabola achievement tests, which were used as the pretest and the posttest, were used as data collection tool. The data obtained from the research were analyzed through Mann-Whitney U and Wilcoxon signed ranks tests. Besides, the effect size of the obtained data was calculated. As a result of the research, it was seen that the achievement of the experimental group, whose lessons were carried out with computer algebra systems by providing technology integration at transformation level, are higher than the achievement of the control group, whose lessons were carried out with the traditional teaching method by providing technology integration at replacement level. Besides, as the calculated effects size is considered, it is understood that computer algebra systems have a strong effect in the occurrence of the differences between the two groups

The ICT Centre model in Andalusia (Spain). Results of a resolute educational policy

Our study stems from the rigorous analysis of the integration of computers as a common resource for teaching and learning. This process started to be developed some years ago, all over the world. Not long ago computers were only occasionally found in schools or only in specific classrooms. Nonetheless we are witnessing a huge political and economic effort working towards the universalization of communication and information technologies. This is made evident by convocations, projects and programmes supported in most cases by international, national or even regional and local education administrations and institutions. This investment in facilities and maintenance of IT equipment – software and hardware – often doesn’t find adequate educational policies which manage in a correct and coherent way the resources which are offered to schools. Problems are detected regarding the adequate implementation and use of resources, as well as teachers’ ICT training and the evaluation of the impact of integration of technology in the classroom on teaching-learning processes; among others. In the last few decades, experiments and studies on integrating information and communication technologies (ICT) at the different levels of education have widely spread both in the national and the international sphere, focusing on different aspects. Area (2005) points out the abundant “empirical information about ICT in schools” and highlights studies[1] on quantitative indicators that describe and measure the introduction and use of computers in school systems. It also underlines studies on the effects of computers on the students’ performance and learning, on perspectives, opinions and attitudes of external educational agents (managers, supervisors, support teams) and teachers towards the use and integration of technologies, and also studies on the use of computers in the centres and classrooms carried out in real contexts