- Measuring Business Value of Learning Technology Implementation in Higher Education Setting

2012 ◽  
pp. 200-213
Keyword(s):  
Higher Education ◽  
Technology Implementation ◽  
Business Value ◽  
Learning Technology ◽  
Value Of Learning

Strategic Deployment of E-Learning

2010 ◽  
pp. 346-365
Author(s):  
Pat Gannon-Leary ◽  
James Carr
Keyword(s):  
Higher Education ◽  
Technology Implementation ◽  
New Technologies ◽  
Complex Nature ◽  
Full Potential ◽  
Learning Technology ◽  
Or Education ◽  
Technological Advances ◽  
E Learning ◽  
Adoption And Diffusion

Changes in higher education (HE) have continued in response to, or indeed in anticipation of, an increasingly competitive environment, technological advances and shifting demands of users. Introducing new technologies into a Higher Education Institute (HEI) requires management of complex change processes to deliver their full potential. Innovative ideas for technology and practice may be constrained, and compromised by people and cultural reactions thereby reducing their effectiveness and limiting their potential for improving teaching and learning. The management of change in organisational practices therefore involves attention to three aspects: processes, people, and culture. This chapter presents a longitudinal study of one HEI through the lens of two active participants in a number of e-learning initiatives, and discusses process, people and cultural change challenges. It proposes that new evaluation frameworks are required to establish success in the implementation of new and emergent delivery modes mediated through the use of ICTs, and provides one example, the Learning Technology Practice Framework. The use of such frameworks may help with engaging academics in thinking about how to embed e-learning successfully within courses, and at a broader level within the organisation. The changes in the roles of lecturers/tutors and learners is particularly important in light of the disorientation faced by both of these user groups as a result of changing organisational culture and work practices. Lecturers and students have to adapt to their new roles and be allowed the opportunity, time, rewards and training to allow them to adapt the technology to meet their needs in their different and particular contexts of use. Overall it is found that the adoption and diffusion of e-learning in higher education is likely to develop more slowly than imagined by some educational visionaries owing to the complex nature of technology implementation that is common across all sectors, be it industry or education.

scholarly journals Adaptive Internet Technology as a Tool for Flipping the Classroom to Develop Communicative Foreign Language Skills

2018 ◽  
Vol 13 (07) ◽  
pp. 243 ◽  
Author(s):  
Olga Igorevna Shaykina ◽  
Mikhail Grigoryevich Minin
Keyword(s):  
Higher Education ◽  
Adaptive Learning ◽  
Technology Implementation ◽  
Flipped Classroom ◽  
Classroom Technology ◽  
Internet Technology ◽  
Learning Technology ◽  
Technology Application ◽  
Online Resource ◽  
And Control

A promising method of flipped classroom technology is becoming increasingly popular among higher education teachers. Flipping the classroom is considered to be a sufficient approach for best time spreading in-class by actively engaging students during practical lessons. The article examines flipped classroom technology implementation on the grounds of adaptive online technology. A detailed algorithm of actions on the work of a studied online resource is developed. The study explores the ability of students to work under the conditions of flipping the classroom by means of adaptive learning technology empirically. Efficiency criteria of learning technology application are identified and described. Lesson planning of both experimental and control groups is shown in details. Research data demonstrate adaptive technology integration into flipped classroom method as a successful approach for higher education teachers who can develop their own style for flipping their instructions. It is established that the studied joint technologies demonstrate an efficient impact on the development of communicative skills.

scholarly journals Treasuring languages: an introduction

2020 ◽  
pp. 1-4
Author(s):  
Alessia Plutino ◽  
Kate Borthwick ◽  
Erika Corradini
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Annual Conference ◽  
Raising Awareness ◽  
The University ◽  
And Linguistics ◽  
Value Of Learning ◽  
Language Teaching And Learning

This volume collects selected papers from the 9th annual conference in the Innovative Language Teaching and Learning at University series (InnoConf), which was hosted by the Department of Modern Languages and Linguistics at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in Higher Education (HE)’. The conference aimed to address the consistent decline in recent years in applications to study languages at UK universities by igniting discussions and seeking innovative and creative approaches to raising awareness about the value of learning languages.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

scholarly journals Impacts of Disruptive Technology: Implementation of MOOCs in Language Teaching

2021 ◽  
Vol 10 (1) ◽  
pp. 242-245
Author(s):  
Wipanee Pengnate* ◽  
Bundit Anuyahong ◽  
Chalong Rattanapong,
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Technology Implementation ◽  
Language Teaching ◽  
Disruptive Innovation ◽  
Learning Activity ◽  
Disruptive Technology ◽  
Rapid Transition ◽  
Educational Paradigm ◽  
Teaching Learning

This article presents trends and directions for language teaching instructors, especially in higher education. The objectives of this paper were to investigate the satisfaction of implementation of MOOCs in language teaching and to illustrate the change caused by disruptive technologies effected on behaviors and methods of language teaching-learning process. Due to Covid-19, the pandemic has shown a remarkably dramatic impact on Higher education. The term disruptive technology for e-Learning, therefore, become a common trend in educational system around the world with the rapid transition from traditional classes to online learning systems. Therefore, a robust and implemented approach aimed on improving and empowering the university staff should be created and developed to achieve the highest effectiveness of students’ learning process.In this study, the theory of teaching-learning activity pedagogy and trends in language learning are being proposed. These theories explain and provide conceptual frameworks for Higher Education (HE) to clearly see the interactions and consequences of the new educational paradigm according to disruptive innovation.

scholarly journals Derivation of electronic course templates for use in higher education

2012 ◽  
Vol 20 ◽  
Author(s):  
Robin K. Hill ◽  
Jill W. Fresen ◽  
Fawei Geng
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology Support ◽  
Initial State ◽  
Web Technologies ◽  
Learning Platform

Lecturers in higher education often consider the incorporation of web technologies into their teaching practice. Partially structured and populated course site templates could aid them in getting started with creating and deploying webbased materials and activities to enrich the teaching and learning experience. Discussions among instructional technology support staff and lecturers reveal a paucity of robust specifications for possible course site features that could comprise a template. An attempted mapping from the teaching task as understood by the instructor to the envisaged course website properties proves elusive. We conclude that the idea of an initial state for a course site, embodied in a template, remains useful and should be developed not according to a formula but with careful attention to the context and existing pedagogical practice. Any course template provided for the use of lecturers should be enhanced with supporting instructions and examples of how it may be adapted for their particular purposes.Keywords: course template; learning platform; pedagogical dimensions; course site properties(Published: 17 December 2012)Citation: Research in Learning Technology 2012, 20: 18665 - http://dx.doi.org/10.3402/rlt.v20i0.18665

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