scholarly journals Improving Higher Education Instructional Delivery in the Developing World: The Role of University Teachers as Digital Leaders

2021 ◽  
Author(s):  
Inusah Salifu ◽  
Eugene Owusu-Acheampong
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Technology Use ◽  
Developing World ◽  
Instructional Delivery ◽  
Academic Work ◽  
University Teachers ◽  
Technology Tools ◽  
Use Of Technology ◽  
Increasing Demand

The last couple of years have seen an increasing demand on university teachers, especially in the developing world, to apply innovations to their instructional delivery to meet students’ needs and cater to national aspirations. To succeed in this, a digital leadership initiative that ensures effective use of technology-mediated instruction is indispensable. This study used the context of Ghana to examine the kinds of digital technology tools university teachers in the developing world often used in their teaching as digital leaders and whether the tools were effective in promoting academic work. The study used the embedded mixed method design based on which 252 teachers of the country’s universities were accidentally selected to complete questionnaires. Data were analysed using descriptive and inferential statistics. The study mainly found laptops, mobile phones, and projectors as the commonest digital technology tools used in teaching by the participants, and they thought that the tools effectively promoted academic work. The findings have global implications because knowing the effectiveness of digital technology use in higher education teaching in Ghana could serve as a source of information on measures to mitigate the impact of the Covid-19 pandemic on the academic work of HEIs in developing countries.

scholarly journals Academic work in the digital age

2017 ◽  
Author(s):  
Neil Selwyn
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Digital Age ◽  
Academic Work ◽  
Academic Publishing

This paper makes a case for questioning, challenging and critiquing how digital technology is shaping academic work. Focusing on the increased digitization of academic publishing, teaching and administration, the paper argues for changing the conversations that academics have about technology in higher educationTranscript of a talk given at the ‘Disrupting Higher Education Dialogues’ conference - Deakin University, Melbourne (25.11.16)

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

scholarly journals How will Education 4.0 influence learning in higher education?

2020 ◽  
Author(s):  
Alan Richard Williams ◽  
Richard Windle ◽  
Heather Wharrad
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Industrial Revolution ◽  
Learning Objects ◽  
Fourth Industrial Revolution ◽  
Increasing Demand ◽  
Access To Knowledge

Higher education at the start of the Fourth Industrial Revolution (Schwab, 2015) is undergoing unprecedented change because of the opportunities revealed through the use of digital technology. Though societies throughout time have undergone seismic change, it is the speed and magnitude of change now because of technology that is challenging higher education. The changes include access to knowledge, how that knowledge is shared and the increasing demand by students’ for their voice to be heard in their education and to be integral to the design of their learning. The opportunities revealed by the use of digital technology can lead to good and bad effects and it is essential academics and higher education investigate the design of learning objects used by students in higher education.

Active Learning Application of Technology Tools and Services and Increased Student Achievement

2018 ◽  
pp. 162-183
Author(s):  
Nwachukwu Prince Ololube
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Data Gathering ◽  
Sub Saharan Africa ◽  
Technology Tools ◽  
Use Of Technology ◽  
Increased Student Achievement ◽  
Sub Saharan

This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is responsible for enormous changes in online and blended learning environment, not only in industrialized nations, but in developing countries education as well, particularly sub-Saharan Africa. Given the role that online and blended learning can play in educational development worldwide, higher education institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs an inclusive data gathering process. The findings reveal a significant improvement in the use of online and blended learning methods to achieve effective and active academic performance in students. The impact of online and blended learning in higher education institutions is evidenced in the changing instructional strategies to increase student academic achievement, which results from more active interactive learning processes.

Active Learning Application of Technology Tools and Services and Increased Student Achievement

2015 ◽  
pp. 110-130
Author(s):  
Nwachukwu Prince Ololube
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Data Gathering ◽  
Sub Saharan Africa ◽  
Technology Tools ◽  
Use Of Technology ◽  
Increased Student Achievement ◽  
Sub Saharan

This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is responsible for enormous changes in online and blended learning environment, not only in industrialized nations, but in developing countries education as well, particularly sub-Saharan Africa. Given the role that online and blended learning can play in educational development worldwide, higher education institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs an inclusive data gathering process. The findings reveal a significant improvement in the use of online and blended learning methods to achieve effective and active academic performance in students. The impact of online and blended learning in higher education institutions is evidenced in the changing instructional strategies to increase student academic achievement, which results from more active interactive learning processes.

scholarly journals Factors that Increase Active Participation by Higher Education Students, and Predict the Acceptance and Use of Classroom Response Systems

2020 ◽  
Vol 9 (4) ◽  
pp. 84
Author(s):  
Mitja Dečman
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Technology Use ◽  
Positive Impact ◽  
Learning Performance ◽  
Classroom Response Systems ◽  
Use Of Technology ◽  
Response Systems ◽  
Classroom Response ◽  
And Performance

An increasing number of studies have addressed and proved the positive impact of classroom response systems (CRS) on learning performance in active learning environments but few focus on the parameters for the adoption and use of this technology in the classroom. This paper reviews research that has tested the parameters that influence the acceptance and use of CRS in the higher education context by utilizing the Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis, & Davis, 2003). The research tested a set of hypotheses that predict the conditions under which CRS technology use was likely to emerge and persist in the active learning environment. The results highlight the importance of students' habit and performance expectancy on CRS use; the added construct of trust also indicates a significant influence on CRS use intention. The findings will better enable educators to effectively use CRS technology to support active learning.

Adoption of Technologies in Higher Education

2011 ◽  
pp. 307-325 ◽  
Author(s):  
John Nworie
Keyword(s):  
Higher Education ◽  
Technological Innovation ◽  
Technology Use ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Administrative Practices ◽  
Student Demographics ◽  
Use Of Technology ◽  
Number Of Factors ◽  
The Impact

The impact of digital technology and the resulting change has impacted society and every aspect of life, including higher education. Technology has affected every area of operation in higher education, dramatically changed the way work is performed, and enhanced productivity and efficiency levels. While the efforts of higher education institutions to adopt new technological innovation are laudable, it is worth noting that such adoption has not been even across campuses. Technology use has not been consistent due to a number of factors, including adoption and integration approaches, resistance, budget allocations, institutional priorities, shifting student demographics, organizational cultures, leadership issues, and failure to apply systemic approaches to adoption, among others. This chapter examines how higher education has responded to the adoption of digital technologies, reviews some of the existing issues and challenges, and identifies areas that need to be addressed to further the use of technology to improve instructional and administrative practices in higher education.

scholarly journals Considerations on the Implications of the Internet of Things in Spanish Universities: The Usefulness Perceived by Professors

2020 ◽  
Vol 12 (8) ◽  
pp. 123 ◽  
Author(s):  
José-María Romero-Rodríguez ◽  
Santiago Alonso-García ◽  
José-Antonio Marín-Marín ◽  
Gerardo Gómez-García
Keyword(s):  
Higher Education ◽  
Internet Of Things ◽  
Online Survey ◽  
Adoption Studies ◽  
University Professors ◽  
University Teachers ◽  
Use Of Technology ◽  
Spanish Universities ◽  
Facilitating Conditions ◽  
Behavioral Intention To Use

Internet of Things (IoT) is an emerging technology in the field of education, which has not yet been consolidated. Acceptance and adoption studies of IoT in higher education are scarce. Accordingly, the purpose of this study was to explore the acceptance of the IoT by university professors for future adoption in higher education. An online survey was implemented based on the unified theory of acceptance and use of technology (UTAUT), in a sample of 587 Spanish university teachers, aged between 21 and 58. The results showed that performance expectancy, facilitating conditions, and attitude toward using technology were influential in behavioral intention to use IoT. While the intention for use was similar between men and women and with respect to age. However, in the different constructs of the UTAUT model, the highest average scores were obtained in men and in teachers over 36 years of age. Finally, the findings and implications of the paper are discussed, showing empirical evidence on the adoption and acceptance of IoT in higher education in the context of Spain, highlighting the need for further research on emerging technologies in a context that is marked by COVID-19.

scholarly journals Desired Features of a Digital Technology Tool for Self-Management of Well-Being in a Nonclinical Sample of Young People: Qualitative Study

10.2196/10067 ◽  
2018 ◽  
Vol 5 (4) ◽  
pp. e10067
Author(s):  
Camilla Babbage ◽  
Georgina Margaret Jackson ◽  
Elena Nixon
Keyword(s):  
Young People ◽  
Qualitative Study ◽  
Digital Technology ◽  
Technology Use ◽  
Well Being ◽  
The Self ◽  
Digital Tools ◽  
Self Management ◽  
Small Scale ◽  
Technology Tools

Background Adaptive coping behaviors can improve well-being for young people experiencing life stressors, while maladaptive coping can increase vulnerability to mental health problems in youth and into adulthood. Young people could potentially benefit from the use of digital technology tools to enhance their coping skills and overcome barriers in help-seeking behaviors. However, little is known about the desired digital technology use for self-management of well-being among young people in the general population. Objective This is a small, qualitative study aimed at exploring what young people desire from digital technology tools for the self-management of their well-being. Methods Young people aged 12-18 years were recruited from the general community to take part in semistructured interviews. Recorded data from the interviews were transcribed and analyzed using inductive thematic analysis. Results In total, 14 participants were recruited and completed the study, with a mean age of 14.6 years (female n=3). None of the participants reported using any digital tools specifically designed to manage well-being. However, as indicated through the emerged themes, young people used digital technology to reduce their stress levels and manage their mood, mainly through games, music, and videos. Overall, identified themes showed that young people were keen on using such tools and desired certain facets and features of an ideal tool for self-management of well-being. Themes related to these facets indicated what young people felt a tool should do to improve well-being, including being immersed in a stress-free environment, being uplifting, and that such a tool would direct them to resources based on their needs. The feature-based themes suggested that young people wanted the tool to be flexible and enable engagement with others while also being sensitive to privacy. Conclusions The young people interviewed in this study did not report engaging with digital technology specialized to improving well-being but instead used media already accessed in their daily lives in order to self-manage their psychological states. As a result, the variety of coping strategies reported and digital tools used was limited to the resources that were already being used for recreational and social purposes. These findings contribute to the scarce research into young people’s preferred use of digital technology tools for the self-management of their well-being. However, this was a small-scale study and the current participant sample is not representative of the general youth population. Therefore, the results are only tentative and warrant further investigation.

scholarly journals Digital technology use in ELT classrooms and self-directed learning

2016 ◽  
Vol 8 (1) ◽  
pp. 51 ◽  
Author(s):  
Nehir Sert ◽  
Ebru Boynueğri
Keyword(s):  
Low Income ◽  
Digital Technology ◽  
Technology Use ◽  
High Income ◽  
Mixed Group ◽  
Self Directed Learning ◽  
Income Groups ◽  
Use Of Technology ◽  
Significant Difference ◽  
Directed Learning

The digital era is a new challenge for teachers. While children get acquainted with digital technology before the age of six, teachers, who have encountered the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use of technology within and beyond classroom settings. The aim of this study was to examine the difference between the perceptions of students in low- and high-income groups about their use of technology in a general sense and their teachers’ use of technology in ELT classrooms. It also tested the correlation between the perceptions of their self-directed learning behaviours and their own/their teachers’ technology use. The population of the study consisted of 75 students from high- and 70 students from low-income groups. Causal comparative and correlational research methods were adopted in the study. The surveys to measure the students’ perceptions about technology use were developed by the researchers. A scale, established by Demirtas and Sert (2010), was used to identify the level of self-directed learning views of the students. The data were collected at the beginning of the first term of the 2015-2016 school year. The results indicated that there was no significant difference between perceptions of the low- and high-income students regarding their own technology use. Likewise, perceptions of the low- and high-income students did not differ regarding their teachers’ technology use. There was no correlation between the perceptions of the low-/high-income mixed group regarding their use of technology and their teachers’ use of technology. Lastly, self-directed learning perceptions of the low-/high-income mixed group did not correlate with their perceptions on any aspects of technology use. The educational implications of these results were discussed and suggestions were put forward in order to produce more effective learning environments. Keywords: Digital technology, self-directed learning, ELT

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