scholarly journals Sustainable Higher Education and Technology-Enhanced Learning (TEL)

2018 ◽  
Vol 10 (11) ◽  
pp. 3883 ◽  
Author(s):  
Linda Daniela ◽  
Anna Visvizi ◽  
Calixto Gutiérrez-Braojos ◽  
Miltiadis Lytras
Keyword(s):  
Higher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Initial Point ◽  
Value Added ◽  
Technology Enhanced Learning ◽  
Information And Communication ◽  
Enhanced Learning ◽  
Point Of Departure

The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.

scholarly journals Sustainable Higher Education Development through Technology Enhanced Learning

2020 ◽  
Vol 12 (9) ◽  
pp. 3600 ◽  
Author(s):  
Javier Orozco-Messana ◽  
Juan Miguel Martínez-Rubio ◽  
Ana Maria Gonzálvez-Pons
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Technology Enhanced Learning ◽  
Successful Implementation ◽  
Education Development ◽  
Higher Education Development ◽  
Information And Communication ◽  
Enhanced Learning

Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL’s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency’s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.

Managing Perceived Challenges of E-Learning in Nigerian Higher Education

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Adams O. U Onuka ◽  
Esther O. Durowoju
Keyword(s):  
Higher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Power Supply ◽  
Teaching And Learning ◽  
Information And Communication ◽  
E Learning ◽  
Ict Infrastructure ◽  
The Government

Higher Education is the climax of the process of providing knowledge, changing learners attitude and inculcating specialized skills in individuals preparatory to taking a life-long employment with intent to earning a living and equally contributing to national economic growth and development. The Teaching and learning process is cardinal to the realization of the educational objectives of any nation. The advent of information and communication technology has made teaching and learning easier and beyond the traditional face to face interaction between the teacher and the learner. E-learning basically involving the transfer of skills and knowledge through an electronic device aims at improving the teaching/learning process. In spite of the benefits of e-learning to both regular students and distance learners, e-learning has been fraught with some challenges in Africa. Therefore, this paper discusses some of the challenges facing e-learning in Africa particularly in the Nigerian higher education system. These among others are epileptic power supply, high cost of procurement of computer hardware, inadequate infrastructure, and resistance to change on the part of the instructors, inability of learners to make use of ICT infrastructure, inadequate skilled manpower ICT, and corruption of computer storage device through viruses. Effectively managing the identified challenges means that the government would have to ensure regular power supply, lecturers and learners should be trained in the use of ICT infrastructure, and the government should evolve viable ICT policy as well as control or subsidise the price of the s of ICT infrastructure to make it affordable for both lecturers and learners. Keywords - Education, Challenges, Information and Communication Technology, National Educational Objectives, University system, Descriptive Research, Ibadan, Nigeria

scholarly journals Assessing the Need for and Constraints to Information and Communication Technology (ICT) Integration in the Teaching and Learning of Tourism at Higher Education Institutions in Kenya

2019 ◽  
pp. 1-11 ◽  
Author(s):  
D. N. Kinyanjui
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Empirical Literature ◽  
Tourism Education ◽  
Information And Communication ◽  
The Way

The aim of the current paper is to provide an extensive review of the theoretical and empirical literature that justifies the need for Information and Communication Technology (ICT) in the teaching and learning of tourism in the Kenyan institutions of higher learning. Further, a review of existing constraints is also explained using the Technology Acceptance Model (TAM) which has proved to be a suitable theoretical model in helping to explain and predict user behaviour of information technology and subsequently proposes the way forward towards enhanced integration. This study examines literature review that reveals the different points of view in relation to the integration of ICT in teaching and learning in tourism higher education institutions in Kenya. Specifically this paper sought to establish the various ICT resources applicable in tourism education, determine the benefits of integrating ICT in tourism education and lastly establish the external factors and user based factors that influence or constrain acceptance of ICT in tourism education in higher institutions and recommend the way forward. The findings from the literature reviewed indicates that, the use of ICTs transforms the teaching and learning experience by changing the manner in which the tourism and hospitality skills and knowledge is acquired.  However, the need for more appropriate modes of delivery to make the tourism education programmes more convenient for the modern student is quite crucial. Findings further showed that students are willing to adapt and use ICTs for learning but there are numerous barriers that are either user or institutional based. It was established that institutions are slow to implement their use while lecturers are slow to adapt to their use. Other barriers to the integration of instructional technology into higher education that were identified included poor technology infrastructure, lack of proper institutional policies on ICT use and minimal low computer use competency. Further, many higher online educational institutions had failed due to the high cost of technology, poor decisions, competition, and the absence of a business strategy.  Consequently, many universities that provide e-learning face enormous difficulty in achieving successful strategies, including the delivery, effectiveness, and acceptance of the courses. To effectively utilise ICT in tourism teaching and learning in Higher Education Institutions (IHEIs) will require proper network infrastructures, increased computer to student ratios, good Internet connectivity speeds with high availability as well as technical support for the users. There is also a need for a change in the tourism curriculum to integrate the use of ICTs in teaching and learning while at the same time, enhance policies that recognise and award those who use of ICTs for teaching.

Information and Communication Technology in Teaching and Learning

2014 ◽  
pp. 164-175
Author(s):  
Xiaobin Li
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Current Development ◽  
Republic Of China ◽  
Elementary And Secondary Education ◽  
Technology In Teaching ◽  
Information And Communication

This chapter provides an overview of the current development of Information and Communication Technology (ICT) utilized in teaching and learning in the People's Republic of China. Specifically, the chapter describes and discusses the effects contemporary ICT has on Chinese elementary and secondary education, as well as the existing challenges in ICT applications. The chapter also examines ICT's application in higher education, particularly in distance education, and the issues that have to be dealt with. The chapter discusses the potential for further developing education with ICT. In addition, it makes recommendations with regard to providing better education with ICT in China.

scholarly journals Social Networks Research for Sustainable Smart Education

2018 ◽  
Vol 10 (9) ◽  
pp. 2974 ◽  
Author(s):  
Miltiadis Lytras ◽  
Anna Visvizi ◽  
Linda Daniela ◽  
Akila Sarirete ◽  
Patricia Ordonez De Pablos
Keyword(s):  
Social Networks ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Education For All ◽  
Technology Enhanced Learning ◽  
Maturity Model ◽  
The Past ◽  
Information And Communication ◽  
Smart Education ◽  
Enhanced Learning

Social networks research has grown exponentially over the past decade. Subsequent empirical and conceptual advances have been transposed in the field of education. As the debate on delivering better education for all gains momentum, the big question is how to integrate advances in social networks research, corresponding advances in information and communication technology (ICT) and effectively employ them in the domain of education. To address this question, this paper proposes a conceptual framework (maturity model) that integrates social network research, the debate on technology-enhanced learning (TEL) and the emerging concept of smart education.

Revolutionary Integration of Information and Communication Technology in Nigeria's Higher Education System

2021 ◽  
pp. 210-229
Author(s):  
Okanlade Adesokan Lawal-Adebowale ◽  
Olalekan Oyekunle
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Education System ◽  
Teaching And Learning ◽  
Higher Education System ◽  
The Face ◽  
Information And Communication ◽  
Ict Tools

Emergence and integration of information and communication technology (ICT) in the global education system has significantly enhanced intelligible teaching and learning, particularly in the developing countries. Among the developing countries, Nigeria has equally integrated ICT in its educational system. While the information driven technology has little or no integration in the lower level of education, it is intensively integrated in the higher education system. Although the Nigerian education system lacks integration of robust ICT tools to support virtual and in learning, the installed basic ICT tools such as computers, multimedia projectors, process, and internet have greatly changed the face of the country's educational administration and teaching and learning from the traditional practice. Effective and efficient use of ICT are however affected by extrinsic and intrinsic barriers. The need to strengthen the ICT framework and deployment for a more robust teaching and learning process in the country's education system is emphasized.

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

Determining Appropriate Zones for Knowledge Intensive Firms Site Selection Using GIS

2019 ◽  
Vol 10 (1) ◽  
pp. 1-30
Author(s):  
Alireza Mohammadi
Keyword(s):  
Higher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Site Selection ◽  
Transportation Network ◽  
Theoretical Background ◽  
Analytic Hierarchy ◽  
Information And Communication ◽  
Knowledge Intensive ◽  
Very High

In this study, the integration of fuzzy analytic hierarchy processes (FAHPs) and fuzzy overlays in GIS was used to determine appropriate geographic zones for the establishment of knowledge intensive firms in 22 districts of the Tehran metropolis. According to the theoretical background, a number of criteria were selected for the identification of appropriate geographic zones. The results show that among the selected criteria, proximity to existing knowledge intensity firms, and companies providing information and communication technology (ICT) services, higher education and research centers, being close to convenient transportation network and land use have more important role in the location of firms. According to the findings, among 22 regions, regions 3, 7, 6, 1, 2, 10, 4, 11, and 12 are the most desirable ones for the deployment of firms. Ultimately, regions 6, 7, 3, and 1 have received “very high” priority for the deployment of knowledge intensive firms.

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