Evolving Use of Educational Technologies (original) (raw)
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2019
Main Research Question 1: Can media-enhanced learning (VBL, GBL and LMS) improves the teaching and learning experiences of undergraduate Business students within the statistical subject areas leading to a greater appreciation of the subject area and therefore overall improvement in achievement under examination and assessment conditions? Main Research Question 2: Can appropriate technology driven pedagogy integrate with media-enhanced learning (VBL) successfully support students learning process through repetition and reinforcement concept and therefore improve Business students' learning experience and academic achievement in statistical subject area? 1.3.2 Main Research Aims To further explore the main research questions (above), three main research aims were developed as follow: Main Research Aim 1: To evaluate the effectiveness of a media-enhanced learning environment in respect of an improvement in the teaching and learning experiences of first year undergraduate students within the area of statistics as measured by achievement under examination and assessment conditions. Main Research Aim 2: To develop a technology driven pedagogy model based on Kolb's learning cycle (1984, 2014, 2015) that enhance learning and teaching through the inclusion of technology driven reinforcement of knowledge acquisition. the author to examine student preferences and motivations in respect of engagement with video-based learning and video-based learning tools. In approaching this research, a number of fundamental questions are considered which in turn lead to the testing of a number of research questions and hypotheses in exploring the Adapted Kolb Model are as below: Research Question 1: Does a student's recognition of a new learning topic (Recognition stage) play a significant role in determining their learning resource preferences (Reaction stage)? Hypotheses H01: There is no correlation between the Recognition stage and the Reaction stage (The correlation between two stages is equal zero) Ha1: There is a correlation between the Recognition stage and the Reaction stage (The correlation between two stages is not equal Zero) Research Question 2: Do student preferences of VBL play a significant role in their learning (Reaction stage) and understanding of the subject (Replication stage)? Hypotheses H02: There is no correlation between the Reaction stage and the Replication stage (The correlation between two stages is equal zero) Ha2: There is a correlation between the Reaction stage and the Replication stage (The correlation between two stages is not equal Zero) Research Question 3: Does a student's understanding of the subject matter using VBL play a significant role in helping them to apply the subject knowledge (Replication stage) to the similar but new assessment scenarios (Reinterpretation Stage)? Hypotheses H03: There is no correlation between the Replication stage and the Reinterpretation stage (The correlation between two stages is not equal Zero) Ha3: There is a correlation between the Replication stage and the Reinterpretation stage (The correlation between two stages is not equal Zero) Research Question 4: Does a student's success in using the VBL method for their learning (Reinterpretation stage) play a significant role in a student's recognition of new learning (Recognition Stage)? Hypotheses Ak, S., 2016. The role of technology-based scaffolding in problem-based online asynchronous discussion.
Technology For Enhancing The Learning And Teaching Experience In Higher Education
2014
The rapid development and growth of technology has changed the method of obtaining information for educators and learners. Technology has created a new world of collaboration and communication among people. Incorporating new technology into the teaching process can enhance learning outcomes. Billions of individuals across the world are now connected together, and are cooperating and contributing their knowledge and intelligence. Time is no longer wasted in waiting until the teacher is ready to share information as learners can go online and get it immediatelt. The objectives of this paper are to understand the reasons why changes in teaching and learning methods are necessary, to find ways of improving them, and to investigate the challenges that present themselves in the adoption of new ICT tools in higher education institutes. To achieve these objectives two primary research methods were used: questionnaires, which were distributed among students at higher educational institutes a...
2014 Survey of Technology Enhanced Learning for higher education in the UK
Blackboard Learn is still the most used enterprise or institutional virtual learning environment (VLE), followed by Moodle, and both platforms have increased in usage as enterprise solutions since the 2012 Survey. Part of this growth may be attributed to the migration of former WebCT clients to these platforms over the past two years, as support for their solution has been phased out. Moodle remains the most commonly used VLE platform, when departmental/ school implementations are also considered. Adoption of other commercial and open source platforms is negligible across the sector, although Canvas Instructure and Pearson eCollege (Learning Studio) are returned for the first time in the results. MOOC platforms have made little impression so far on institutional TEL activity, with the FutureLearn platform the most commonly cited system in use, but only by eight Pre-92 institutions.
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...
Five Powerful Practices for Using Technology to Enhance Teaching and Learning in Higher Education
TECHNOLOGY AND TEACHER EDUCATION ANNUAL, 2005
This presentation reports the findings from our investigation of the professors designated as the most innovative users of technology at our university. After seeking nominations from department heads, we selected thirty-five of the most successful and innovative professors as case studies. After interviewing these cases, and in some instances observing their classes, we identified five major patterns that represented the positive impacts technology was having on their instruction. These patterns were evident in ...
Student use of technologies for learning - what has changed since 2010?
2014
This paper reports on a large longitudinal survey of students and their use of technologies in two Australian universities. The SEET survey is unique in Australia because it includes not just current use, but students’ expectations about their future use of technology. The survey was originally run in 2010 and then repeated, with slight modifications to reflect changes in technologies, in 2013. This paper compares the results from 2013 with the 2010 results. Whilst some changes reflect the wider access to freely available open resources and new technologies such as Smartphones and iPads, other results are remarkably consistent with the 2010 results. Overall students are increasingly satisfied with their use of technologies and despite the increase in uptake of freely available technologies, it is evident that the LMS and its inbuilt tools and functions remain a key platform for learning and teaching at universities.
The Use of Emerging Technology in New Learning Environments
2016
This workshop will begin with an overview of traditional learning and teaching environments, such as classrooms and lecture theatres, and the technology used within them. It will then provide a summary of the ‘work in progress’ findings from a Learning Landscapes project, undertaken with Architectural Technology and Management students during semester one of the 2015/16 academic year. One of the aims of the project was to investigate how technology can impact upon the learning space and learning approaches both now and in the future. The workshop will outline the approach taken and demonstrate the technology used; including both tablet and cloud based technology, and discuss how this impacted upon the teaching experience, from an academic perspective, and student learning and engagement. There will also be an opportunity for those in attendance to trial some of the technology discussed in the presentation to determine how it could be used within their own discipline areas.