Maximizing flexibility and learning; using learning technology to improve course programs in higher education (original) (raw)
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Online Learning in Higher Education
Nova Science Publishers, 2017
The aim of the book is to enrich the knowledge of educators, specifically academics in higher education with regard to online learning. The text deals with the creation, development, management and updating of online courses. The book focuses on unraveling the complexities of Information and Communications Technology (ICT) and explaining the integration of technology into educational activity to faculty. Based upon both international research literature and studies undertaken by the author, the text is grounded in long-term academic experience in the management of online courses as well as in assisting lecturers with their educational technology problems. This book introduces innovative models that meet the educational needs of active learning, feedback-based learning, online learning (which can completely replace face-to-face learning), computer assisted assessment, screencast technology, Comprehensive Technology-Based Learning (CTBL) and training to manage online courses. International research universally points out the advantage of integrating technology into learning. This text presents major terms in educational technology, focusing on original methodologies and models that promote technology-based learning processes.
Providing a flexible learning environment: Are on-line lectures the answer?
International Journal of Innovation in Science and Mathematics Education, 2012
As universities embrace new technologies to increase flexibility and enhance students' learning experiences, tertiary students are increasingly presented with a wider range of learning resources to support their studies. In this study, a diverse group of undergraduate science students self-report their behaviour, experiences and perceptions relating to the resources that are provided to them. A total of 109 students were invited to participate in the study. Sixty students completed a survey and 29 students took part in focus groups. The majority of these students favoured face-to-face lectures due to the ability to interact with lecturers and other students and the ability to ask questions in real time. Recorded lectures were seen to be useful for clarification and revision, largely because they can be paused and rewound, facilitating review of difficult material. Text-based resources such as study guides are still considered important and are often used, especially by students working in offcampus mode. On-line discussion forums are not seen as a substitute for face to face interaction; a need for active facilitation of such forums is highlighted.
The Students Experiences With Live Video-Streamed Teaching Classes
Proceedings of the 16th European Conference on e-Learning - ECEL 2017, 2017
The Bachelor's Degree Programme of Biomedical Laboratory Science at VIA Faculty of Health Sciences offers a combination of live video-streamed and traditional teaching. It is the student’s individual choice whether to attend classes on-site or to attend classes from home via live video-stream. Our previous studies revealed that the live-streamed sessions compared to on-site teaching reduced interaction and dialogue between attendants, and that the main reasons were technological issues and the teacher’s choice of teaching methods. One of our goals therefore became to develop methods and implement technology to facilitate interaction through increased technological transparency. In this paper, we present and discuss organizational and educational designs as seen from the student’s point of view. We do so by investigation of how students experience participation, interaction and technological transparency in the live video-streamed teaching sessions during a 5-year period of continuous development of technological and pedagogical solutions for live-streamed teaching. Data describing student’s experiences were gathered in a longitudinal study of four sessions from 2012 to 2017 using a qualitative method inspired from mobile probes (Ørngreen & Jørgensen, n.d.). The research results document a continuous progress in technological transparency, as the live video-streamed classes increasingly support the student’s flexibility in ways of attending and interacting in classes. The analysis shows that the students have different needs (as a learning space for individual concentration or a space for highly focused collaboration) and that the technology can meet these different needs. It also shows that there are challenges, similar to many other classrooms. In this live-stream classroom interaction is facilitated through teacher driven support, resulting in classes where students can interact and collaborate equally with on-site students. We therefore argue for a sociocultural understanding of learning as situated, mediated and distributed, which this e-learning-solution support.
Online Teaching and Learning in Higher Education
Cognition and exploratory learning in the digital age, 2020
This book series focuses on the implications of digital technologies for educators and educational decision makers. Taking an interdisciplinary and visionary perspective on cognition and exploratory learning in the digital age, the series examines how digital technologies can or should be exploited to address the needs and propel the benefits of large-scale teaching, learning and assessment. It includes the newest technical advances and applications, and explicitly addresses digital technologies and educational innovations. The series incorporates volumes stemming from the Cognition and Exploratory Learning in the Digital Age (CELDA) conference. Since 2004 the CELDA conference has focused on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. Some of CELDA's main topics include: assessment of exploratory learning approaches and technologies, educational psychology, learning paradigms in academia and the corporate sector, student-centred learning and lifelong learning. In line with and in addition to these CELDA conference volumes, this series publishes monographs and edited volumes covering the following subject areas:
2021
This article presents the results of a study, conducted within the scope of the EU-funded project RELOBIE: Reusable Learning Objects in Education, which investigated faculty perceptions and practices regarding the educational use of contemporary and emerging technologies. A cross-national, in-depth online survey of n = 171 faculty members in the four partner countries (Estonia, Cyprus, Norway, Portugal) took place. Seventy-six (n = 76; 44.4%) of these faculty members taught courses which were either offered at-distance (no face-to-face component), or involved a significant online component (blended courses). The study gained some useful insights into online instructors’ perceptions, motivations, and experiences regarding the instructional use of digital videos and other technologies (e.g. subject-specific software, collaboration tools, games, simulations, virtual labs). It also shed some light into both facilitating and inhibiting factors to the effective integration of learning and...
Using Technology to Enhance Higher Education
Whether our students are sitting in the room with us as we teach, sitting in their home listening, participating by video-conference, or answering discussion questions on an online platform, technology can play a pivotal role in student learning. In this article we discuss technology in higher education, specifically its role in hybrid or online formats. As Renard (2005) so eloquently stated, "No generation has ever had to wait so little time for so much information" (p. 44). Presented here is a discussion of the types of students who benefit from distance learning, the factors that prompt instructors to engage in distance learning, and what instructors should know about distance education before they begin teaching with this kind of delivery.
2017
The Bachelor's Degree Programme of Biomedical Laboratory Science at VIA Faculty of Health Sciences offers a combination of live video-streamed and traditional teaching. It is the student’s individual choice whether to attend classes on-site or to attend classes from home via live video-stream. Our previous studies revealed that the live-streamed sessions compared to on-site teaching reduced interaction and dialogue between attendants, and that the main reasons were technological issues and the teacher’s choice of teaching methods. One of our goals therefore became to develop methods and implement technology to facilitate interaction through increased technological transparency. In this paper, we present and discuss organizational and educational designs as seen from the student’s point of view. We do so by investigation of how students experience participation, interaction and technological transparency in the live video-streamed teaching sessions during a 5-year period of conti...
Learning Technologies in Higher Education
2014
This paper highlights key ideas from a review of the research literature on ways in which contemporary learning technologies are influencing teaching and learning experiences in higher education. The diverse ways in which students and professors connect, communicate, collaborate and create knowledge for learning and teaching both on campus and in blended and online learning spaces are explored. Promising and emerging practices from the research literature and the implications for faculty members, leaders and higher education institutions of learning are discussed. Challenges for higher education as teaching and learning undergoes change are described. Contemporary educational technologies can enhance and enrich teaching and learning experiences on and beyond campus and often serve as a disruptive force in higher education. In this article, we share key themes and findings from a review of the research on high quality technology enhanced learning experiences in higher education. Idea...
Recent Trends in Management and Commerce , 2022
Learning and teaching domains are going on major higher education companies of e-learning Ideas and practices changes due to quick acceptance. Many universities all over the world are now beginning to offer Internet-based courses that complement classroom-based courses. Online courses offer learners various such as benefits facilities, Teachers, and others close to students to serve flexibility and opportunities from various schools or around the world.The education system and mode of education are changing over the period of time. In instructional technology Innovations often are implemented in traditional ways. TV significantly changes the way people learn, and it stays that way Existing instruction by providing a speaking head as an instructional tool built into the paradigm for sending information to students. Active learning, Cooperative learning, Project-based teaching, and despite such educational innovations contextual face-to-face instruction in learning changed character, online courses tend to develop more traditional concepts Learning. Mostly an online course's primary objective is to transfer information from the Instructor to the student accessing information to students and expecting them to Prove their learning in an exam. The development of online instruction programs for online course developers raises an interesting question. Online study designers follow the traditional methods or incorporate online programs' innovative approaches. Primary factors behind the use of online learning improve the quality of education, and also improve the cost-effectiveness of education by reducing costs. Face-to-face Online learning is used successfully with positive effects in career and education. A geographically distributed team within an organization can simultaneously train their skills through online sites and gain greater Competitiveness. Online learning can be beneficial because Students at their own pace can learn through online products. Virtual classrooms are available anywhere with an Internet connection, take advantage of this great way to travel. Gurukul's system of education changed to imparting knowledge in a classroom setting followed by hybrid learning and at present, one new way of learning has emerged as a full-fledged mode to earn a degree i.e. online learning. Online learning comprises both hybrid/bent learning (comprises traditional face-to-face classes, learning over the internet, and learning supported by other technologies) and purely online learning is competing for course delivery through the internet. Due to its flexible and user-friendly features, online learning has been gaining attention from learners and education institutions. Learning is self-phased and effectiveness of learning is achieved if it fulfills the learners’ expectation in imparting knowledge, uninterrupted support from the instructor whenever needed, disbursement of the learning materials, communication, and motivation. The objectives of this paper are to study the effectiveness of e-learning compared to conventional classroom learning. The study also shows that a major portion of learners cannot set time for study, homework, and assignments completion. The institutions along with the routine learning can also include sessions for motivation, a sense of accountability, and responsibility which may enhance discipline among learners. A significant portion of learners feels that online learning will not enhance the sense of belongingness. The institutions can create provisions at the campus for the e-learners to meet up occasionally for the interaction between learners and faculties. A portion of E-learners feel that the learning material in e-learning is not effective as that of conventional mode.