Higher education communication systems

2009 ◽  
Vol 10 (10) ◽  
pp. 4-13
Keyword(s):  
Higher Education ◽  
Communication Systems

Re-imagining the future of education in the era of the fourth industrial revolution

2020 ◽  
Vol 12 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Matthew Olusoji Ilori ◽  
Ibrahim Ajagunna
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Communication Systems ◽  
Industrial Revolution ◽  
Innovation Policy ◽  
Cloud Services ◽  
Content Type ◽  
Fourth Industrial Revolution ◽  
Pertinent Data ◽  
The Right

Purpose Globally, higher education has been, over the years, a source of innovation, policy, new knowledge and a national asset. However, the advent of the Fourth Industrial Revolution (4IR) is having an impact on the principles of learning from primary to tertiary levels. The purpose of this paper is to consider how the 4IR has and will continue to impact education at the various levels of learning. Design/methodology/approach The paper aims to bridge the perceived information gap and provide insights into the kinds of educational preparation and the skills and qualifications that 4IR jobs require. In response, the following are considered: the need to tweak the curriculum, adopt the right technology for in class and online delivery and the projection of other learning techniques and skills that are often not considered pertinent. Data gathering for the report was by discussion with experts and consultation of relevant articles and write-ups from related websites. Findings The advent of smart communication systems involving artificial intelligence, internet, robotics, virtual reality and digital textbooks has opened a new vista in relation to how and what is learnt in schools. Just as technologies brought about smart communication systems, the 4IR model of higher education is rapidly evolving and as such, curriculum development and review must be dynamic, and it must keep pace with the technological advances and skills required in the twenty first century. Research limitations/implications More purposeful research needs to be conducted in universities and industries with the intention of accelerating internal and external innovations so that markets can be expanded. Furthermore, efforts to reduce the cost and time of generating innovations will need to be intensified. Practical implications The value and emphasis that are placed on the acquisition of degrees and paper qualifications are changing rapidly. Although it is traditional for students to compete for admission to the face-to-face classroom model, it is no longer unusual for a student to take courses online from any part of the world and still be accepted into positions usually reserved for traditional classroom education. Social implications As at today, examples of 4IR services include Uber, Airbnb, Cloud services, Artificial intelligence, Cyber-security, three-dimensional printers, driverless cars and robotics. Machine learning and drone technology are also of growing significance. As yet, subjects dealing with such inventions and innovations are not part of the curriculum of many institutions and this is a cause for concern. Originality/value The 4IR era will bring great changes to how students are taught and what students must learn as the tools for transformational learning are already overwhelming. Jobs will be scarce for those without the requisite skills, whereas those with the right skills will have to keep up with the pace of technological development, otherwise they too will be left behind. Schools will increasingly become centres for the generation of innovation and its incubation and in all this, quality learning, teaching and knowledge impartation can easily be carried out online.

scholarly journals Digital Readiness and Competitiveness of the EU Higher Education Institutions: The COVID-19 Pandemic Impact

2020 ◽  
Vol 4 (4) ◽  
pp. 297-304 ◽  
Author(s):  
Gunta Grinberga Zalite ◽  
Andra Zvirbule
Keyword(s):  
Higher Education ◽  
European Union ◽  
Communication Systems ◽  
Practical Knowledge ◽  
Higher Education Institutions ◽  
Daily Basis ◽  
Internal Communication ◽  
European Countries ◽  
Digital Environment ◽  
The European Union

Nowadays, students expect that their university will not only provide a valuable source of practical knowledge for them, but will also be ready to offer appropriate distance learning opportunities both on a daily basis to diversify and enrich the study process experience and during global pandemic crises, which will probably be the reality of their lives in the next decades. The novelty and topicality of this study is justified by the need to assess the COVID-19 pandemic impact on the European Union higher education system and its adaptability to switch from traditional to remote study forms. The objectives of the study were: 1) to analyse the need to improve digital skills in the European Union by investigating the achievements of the Digital Economy and Society Index; 2) to assess the current digital environment of Latvian public universities and conduct an in-depth study of the digital environment of Latvia University of Life Sciences and Technologies. The research methodology is based on the desk study, social survey, comparative analysis and logical construction research methods. The results of the study revealed the digital gap that still exists between the more developed Nordic European countries and the less developed Southern and Eastern European countries. However, detailed analysis of the situation in Latvia leads to the conclusion that Latvian higher education institutions have significantly increased the amount of digital content in both external and internal communication systems and can offer competitive educational services that comply with the contemporary education requirements.

A Formative Analysis of Interactive Classroom Communication Systems Used in Secondary School Classrooms

2009 ◽  
pp. 720-742 ◽  
Author(s):  
Robin Kay
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Formative Assessment ◽  
Communication Systems ◽  
Future Research ◽  
Class Discussion ◽  
Classroom Communication ◽  
School Students ◽  
Interactive Classroom ◽  
Classroom Communication Systems

Extensive research has been done on the use of Interactive Classroom Communication Systems (ICCS) in higher education, but not in secondary schools. This chapter provides a detailed overview of the benefits, challenges, and strategies observed when using ICCS in higher education. This overview is then used to analyze and interpret quantitative and qualitative data collected from 659 secondary school students. The main benefits that students identified for using ICCS were increased use of formative assessment, higher engagement and motivation, enhanced participation, and improved focus during class. Students were relatively neutral, though, with respect to whether ICCS improved class discussion or learning. The main challenges that students reported were increased stress and uncertainty of answers when ICCS were used in a formal test situation. Males were significantly more positive toward ICCS, as were students who had higher comfort levels with technology. When ICCS were used for formative assessment as opposed to formal tests, students were significantly more accepting. The chapter concludes with suggestions for educators and future research.

Faculty Participation in Distance Education Programs

2011 ◽  
pp. 930-935
Author(s):  
Catherine C. Schifter
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
19Th Century ◽  
Communication Systems ◽  
Computer Mediated Communication ◽  
Faculty Participation ◽  
Education Programs ◽  
Mediated Communication ◽  
Computer Mediated ◽  
The 19Th Century

Distance education is not new to higher education. Correspondence courses have served students since the 19th century. What is different today is the use of interactive computer-mediated communication systems for distance education (DE). Indeed, DE is present in all levels of higher education, and the decision to offer DE is often an administrative one without faculty consultation.

The Effectiveness of Wi-Fi-Network Technology on Campuses and Residences for an Improved Learning Experience and Engagement

Mousaion ◽  
2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Kenneth Nwanua Ohei ◽  
Roelien Brink
Keyword(s):  
Higher Education ◽  
Communication Systems ◽  
Wireless Local Area Network ◽  
Local Area Network ◽  
Local Area ◽  
Easy Access ◽  
Area Network ◽  
Effective Learning ◽  
Information And Communication ◽  
Improved Learning

The information and communication technology revolution is broadly recognised for its fundamental role in the effective operation of higher education institutions. There is a need to understand the way in which wireless local area networks at universities are viewed by registered users, the people that develop, implement and maintain these networks, and those planning on adopting these networks. The study’s objective is to unravel the usefulness of these networks in a higher education environment to promote effective learning engagements at campuses of the University of Johannesburg in South Africa. Universities provide Wi-Fi network initiatives on campuses to create an effective learning environment, and wireless local area network connections at universities mean that Wi-Fi-enabled devices can be leveraged for educational purposes. The provision of Wi-Fi-enabled computers, mobile devices and electronic gadgets has revolutionised the realm and methods of communication, which is channelled towards improving and enhancing internet coverage on campuses and at student residences. This study explores the effectiveness of Wi-Fi networks and hotspots on campuses and at student residences to improve students’ learning engagement. The study used mixed-research methods, including a document analysis to gather information from information and communication systems and a survey to gather responses from the respondents. The findings suggest that Wi-Fi availability at universities is perceived as useful and effective since students benefit from a range of improved learning experiences, easy access to educational content, enhanced performance, and quality and education delivery.

scholarly journals EFEKTIFITAS MEKANISME TATA KELOLA TEKNOLOGI INFORMASI TERHADAP INOVASI TI DAN KINERJA TI

2019 ◽  
Vol 12 (2) ◽  
pp. 8-12
Author(s):  
Anwar Fattah ◽  
Resad Setyadi
Keyword(s):  
Higher Education ◽  
Organizational Performance ◽  
Performance Management ◽  
Communication Systems ◽  
Negative Relationship ◽  
It Governance ◽  
Steering Committee ◽  
Business Objectives ◽  
It Innovation ◽  
It Performance

Information technology supports the achievement of business objectives in the organization. Higher education institutions is a business organization engaged in the field of education, research and devotion to the society in the Know Tridharma College.  Effective IT governance ensures the alignment between IT and the business objectives. The study seeks to examin empirically IT governance mechanisms affecting the overall effectiveness of IT governance. In addition, this study examines effective IT governance relationships and IT performance in higher education organizations. The sampling techniques in this study are multi-stage purposeful random sampling. In order, the researchers will incorporate the surveys online. Analyzed by Quantitative Data and method of a Partial Least Squares (PLS-SEM) equation using Smart PLS 3.0. The results obtained from this research show significant positive relationships between effectiveness IT governance and the following mechanisms: IT steering Committee, senior management involvement in IT, and organizational communication systems and relationships between the effectiveness of ITG with IT innovation and IT performance. And insignificant negative relationship between organizational Performance management system and effectiness IT Governance also IT Innovation and IT Performance.

scholarly journals Comprehensive Approach to Curriculum Design for Advanced Training of Academic Staff in the Direction “Radio Electronic Devices and Systems” in Uzbekistan

2021 ◽  
Vol 11 (3) ◽  
pp. 137-142
Author(s):  
Shakhnoza Pozilova ◽  
◽  
Khaydar Madaminov ◽  
Golibjon Otamurodov ◽  
Umida Murtazaeva ◽  
...  
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Communication Systems ◽  
Academic Staff ◽  
Electronic Devices ◽  
Integrated Approach ◽  
Training System ◽  
Advanced Training ◽  
Radio Electronic ◽  
Training Courses

Education should be developed parallel to the development of science and technology. Research in the field of Space Radio Electronic Communication Systems is currently being updated. Their use without training and advanced training of national personnel will be ineffective. Therefore, the education system, in particular the Advanced Training System, must respond to these changes in a timely manner. The article considers an integrated approach to designing a curriculum for advanced training courses on the example of the direction “Radio Electronic Devices and Systems” for academic staff of Higher Education, which involves the design of a curriculum based on an analysis of the needs of academic staff and an analysis of professional competencies necessary for the organization of scientific and pedagogical activities in Higher Education in the conditions of digitalization of education.

Faculty Participation in Distance Education Programs

2011 ◽  
pp. 1016-1021
Author(s):  
Catherine C. Schifter
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teaching Strategies ◽  
Communication Systems ◽  
Computer Mediated Communication ◽  
Faculty Training ◽  
Faculty Participation ◽  
Mediated Communication ◽  
Student Centered ◽  
Computer Mediated

Distance education is not new to higher education. Correspondence courses have served students since the 19th century. What is different today is the use of interactive computer-mediated communication systems for distance education (DE). Indeed, DE is present in all levels of higher education, and the decision to offer DE is often an administrative one without faculty consultation. A successful DE program needs faculty participation. To teach in a DE program, faculty need to reconsider the teaching and learning process, and to modify their teaching methods to adopt interactive computer-mediated communication and teaching strategies that take advantage of the resources afforded by technologymediated pedagogy, and to be more student centered (Beaudoin, 1998). This shift in roles means that successful teaching skills for DE are different from those required in face-to-face teaching (Hackman & Walker, 1990); however, faculty training programs tend to focus on to how to use the computers or software, not on how to teach in DE environments (Merkley, Bozik & Oakland, 1997). Given that DE is not a common concept for most faculty and they will need to learn how to teach in the DE environment, there are two questions for DE administrators to answer. First, what motivates faculty to embrace this new teaching environment and to change their teaching strategies? And second, what assistance, incentives and compensation policies support faculty in this educational transformation?

Faculty Participation in Distance Education Programs

2011 ◽  
pp. 2990-2996
Author(s):  
Catherine C. Schifter
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
19Th Century ◽  
Communication Systems ◽  
Computer Mediated Communication ◽  
Faculty Participation ◽  
Education Programs ◽  
Mediated Communication ◽  
Computer Mediated ◽  
The 19Th Century

Distance education is not new to higher education. Correspondence courses have served students since the 19th century. What is different today is the use of interactive computer-mediated communication systems for distance education (DE). Indeed, DE is present in all levels of higher education, and the decision to offer DE is often an administrative one without faculty consultation.

Higher Education in the Post-COVID Era

2021 ◽  
pp. 126-142
Author(s):  
Priyanka Amrut Kokatnur ◽  
Srishti Agarwal ◽  
Aparna Sameer Dixit
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Communication Systems ◽  
Learning Approach ◽  
Higher Education System ◽  
Learning Practices ◽  
New Form ◽  
New Vision ◽  
Teaching Learning ◽  
The Impact

With the changing time, the innovative technologies and communication systems have given a new vision to the education sector. The growing number of young people has brought attention to the higher education system to build a new form of learning. The new perspectives towards education systems have brought a blend of virtual as well as traditional modes of learning, known as “blended learning.” The purpose of this chapter is to understand the impact of COVID-19 on teaching learning practices of higher education institutes (HEI) and to understand the influence of a blended learning approach on attitude and behavioral aspects of the learners and teaching professionals.

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