scholarly journals Technology Use in Higher Education Instruction

2012 ◽  
Author(s):  
Sammy Elzarka
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Higher Education Instruction

A meta-analysis of blended learning and technology use in higher education: from the general to the applied

2014 ◽  
Vol 26 (1) ◽  
pp. 87-122 ◽  
Author(s):  
Robert M. Bernard ◽  
Eugene Borokhovski ◽  
Richard F. Schmid ◽  
Rana M. Tamim ◽  
Philip C. Abrami
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Technology Use ◽  
Meta Analysis

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

Knowledge Visualization for Research Design

2019 ◽  
pp. 46-66
Author(s):  
Ricardo Morais ◽  
Ian Brailsford
Keyword(s):  
Higher Education ◽  
Research Design ◽  
Technology Use ◽  
Large Scale ◽  
Visualization Tool ◽  
Knowledge Visualization ◽  
Doctoral Research ◽  
Information And Communication ◽  
Large Scale Survey ◽  
The University

This chapter presents a case of information and communication technology use in doctoral research processes. In particular, it presents the use of the Idea Puzzle software as a knowledge visualization tool for research design at the University of Auckland. The chapter begins with a review of previous contributions on knowledge visualization and research design. It then presents the Idea Puzzle software and its application at the University of Auckland. In addition, the chapter discusses the results of a large-scale survey conducted on the Idea Puzzle software in 71 higher education institutions as well as its first usability testing at the University of Auckland. The chapter concludes that the Idea Puzzle software stimulates visual integrative thinking for coherent research design in the light of Philosophy of Science.

Free, Open, Online Help Forums

2012 ◽  
pp. 162-179
Author(s):  
Carla van de Sande
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Technology Use ◽  
Help Seeking ◽  
Course Delivery ◽  
Student Expectations ◽  
Online Help ◽  
Face To Face ◽  
Information Technology Use ◽  
And Control

In contrast to course delivery, help seeking has not advanced with the technological capabilities and preferences of today’s students. Help seeking in higher education remains primarily an individual, private, face-to-face activity. Open, online, help forums have the potential to transform help seeking into a public, social endeavor. These forums connect students with volunteer helpers who have the time, knowledge, and willingness to provide assistance with specific problems from coursework. Although many such forums currently exist and are a popular source of help seeking, they have remained largely off the radar of educational research. In this paper, a calculus help forum is examined for manifestations of convenience, connection, and control, which are commonly used to describe student expectations regarding information technology use. Results indicate that students can receive efficient, accessible, and self-regulated help. Two additional themes for student experience, comfort and communication, are proposed.

Building Competence

2017 ◽  
pp. 28-40
Author(s):  
Kristin A Jones ◽  
Steven G Olswang
Keyword(s):  
Higher Education ◽  
Instructional Approaches ◽  
Pedagogical Change ◽  
Post Secondary ◽  
Instructional Innovation ◽  
Historical Significance ◽  
Competency Based Education ◽  
Competency Based ◽  
Higher Education Instruction ◽  
Pedagogical Philosophies

A flurry of new instructional approaches has recently emerged in post-secondary education; one approach receiving the most attention is competency-based education (CBE). While many think CBE is relatively new, its roots are deeply seeded in decades-old pedagogical philosophies. The frequency with which CBE is now appearing in conversations about higher education instruction and reform gives the false impression that most practitioners actually know what CBE is, or how it contrasts with other instructional approaches. In fact, the modern dilemma faced by many in higher education is that few institutional leaders have a comprehensive understanding of what CBE is, how it differs from other instructional approaches, the historical significance behind it, and how it might be used to effect pedagogical change and instructional innovation. This chapter explores the historical basis of CBE, its benefits and detriments, and its operational elements.

Using Social Media to Facilitate Instruction and Increase Marketing in Global Higher Education

2018 ◽  
pp. 226-245 ◽  
Author(s):  
Michael D. Richardson ◽  
Sarah G. Brinson ◽  
Pamela A. Lemoine
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Media Use ◽  
Higher Education Institutions ◽  
Education Students ◽  
Technology Proficiency ◽  
Technological Revolution ◽  
Marketing Social ◽  
Higher Education Instruction ◽  
The Impact

The technological revolution of the past two decades has changed global higher education, particularly with the impact of social media. There are two primary functions of social media in higher education: instruction and marketing. Social media offers higher education students an array of options to socialize, network, stay informed, and connected, but technology proficiency may not be the same for instructors. As social media use by students becomes more established, educators in higher education pursue methods to parlay expertise in instruction into increased opportunities to advertise and market higher education institutions. Social media's impact of instruction in higher education is undeniable. The next major focus is on social media as a robust recruiting instrument to increase enrollment in global higher education.

Diffusion of Technology in Higher Education Classrooms

2010 ◽  
pp. 130-144
Author(s):  
Jill Harrison ◽  
John Ryan
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Social Process ◽  
The United States ◽  
Production Of Knowledge ◽  
Diffusion Of Technology ◽  
Digital Divides ◽  
The Social ◽  
Self Production ◽  
Incoming Students

Technology use is contextual and tends to follow, often invisible, ground rules. Within the situational context of a higher education classroom the rules and sanctions regarding technology use become increasingly complex. Many universities in the United States now require that all incoming students have laptops, with the rationale being that technology is an important tool used to help students organize and catalogue knowledge. Laptops allow students to connect to library and campus resources. Further, requiring laptops on a networked campus creates a sense of digital unity rather than digital divides among students and faculty. The message to students is that personal laptops are important and even required. However, within the context of the higher education classroom, laptop use is often being limited or banned by classroom instructors, a contradiction of the larger university message. As Marcuse (1982) noted, technology is a social process. The diffusion of laptop technology into higher education has altered the modes of producing knowledge and the social relationships organized around that production process. The purpose of this chapter is to highlight how the use of this technology is negotiated between faculty and students and how issues of engagement, the self-production of knowledge, and security influence this negotiation. The authors argue that issues of laptop use in the classroom are rooted in concerns of power, legitimacy, and identity associated with the production of knowledge.

Higher Education: Instruction, Research, and Service

1981 ◽  
Vol 30 (4) ◽  
pp. 631
Author(s):  
Eleanore B. Luckey
Keyword(s):  
Higher Education ◽  
Higher Education Instruction
Sign in / Sign up

Export Citation Format

Share Document