Journal articles on the topic 'Computers Study and teaching (Higher) Victoria'
To see the other types of publications on this topic, follow the link: Computers Study and teaching (Higher) Victoria.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Computers Study and teaching (Higher) Victoria.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Iskrenovic-Momcilovic, Olivera. "Using Computers in Teaching in Higher Education." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 71–78. http://dx.doi.org/10.2478/mjss-2018-0116.
Full textAbstract:
Abstract This paper describes advantages of using computers in teaching, but also problems that occur, as well as possibilities for their elimination. The main goal of the research is the formation of images which show the use of computers in higher education. The paper presents the results of a survey conducted among students of the Faculty of Education in Sombor (Serbia) about the use of computers in teaching. A sample of 126 respondents comprises students of the last year of all study programs. The results show that students and professors have a positive attitude about using computers in education and knowledge dissemination through computers. Most of them think that teachers have mastered basic computer knowledge, but give priority to teachers who know how to work with a computer, as well as to younger teachers. Students believe that many barriers occur during the use of computers, among which the most important is the inaccessibility of technical equipment. All barriers can be overcome through useful and practical computer seminars.
2
Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.
Full textAbstract:
Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
3
Okkan, Ahmet, and Selami Aydin. "Instructor Perceptions of the Use of Computers in English Language Teaching in Higher Education." International Journal of Teacher Education and Professional Development 5, no. 1 (January 1, 2022): 1–21. http://dx.doi.org/10.4018/ijtepd.304872.
Full textAbstract:
Teachers' responsibility for the integration of computers constitutes a significant place in the foreign language teaching and learning processes; however, limited research found in the literature shows the need for more comprehensive studies. Therefore, this study investigates the instructors' perceptions of using computers, namely, teachers' computer knowledge, computer habits, computer attitudes, perceived self-confidence, school climate, and support in English teaching and learning at higher education institutions in Turkey. the quantitative data were collected from 210 instructors with a questionnaire consisting of a background section and a scale that has five subsections. It was concluded that while instructors had limited knowledge of specific software, their personal interests were also limited to communication and work-related tools. They mostly held positive attitudes towards computers and had self-confidence in integrating computers into the teaching process. Last, they believed their institutions had the necessary instructional and technical support and infrastructure.
4
Prasetya, Rizky Eka. "Integrating Moodle-Based Of Communicative Language Teaching In Higher Education." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 1 (February 11, 2021): 17. http://dx.doi.org/10.23887/jpbi.v9i1.31265.
Full textAbstract:
Inability to adapt and adjust in Moodle-based English teaching, especially communicative language teaching. This study aims to analyze the Communicative Language teaching approach used in Moodle-based English teaching in universities. The research design used is a qualitative approach with a sequential experimental research design and using semi-structured interviews. The research subjects were 12 English lecturers. The study results indicate that the process-based approach to communicative language learning adapts and adapts Moodle-based English teaching. Practices related to the knowledge and experience of lecturers in teaching English at Moodle. The study concludes that the pedagogical Moodle-based communicative language teaching approach should be improved, and the system provides tremendous possibilities. Moodle makes adjustments in its English pedagogical approach and sequentially develops teaching and learning productivity. The implication of the research is to make adjustments in the pedagogical approach of English and develop learning productivity by integrating it into computers and the Internet.
5
Sari, Arif. "Impact of Determinants on Student Performance towards Information Communication Technology in Higher Education." International Journal of Learning and Development 2, no. 2 (March 17, 2012): 18. http://dx.doi.org/10.5296/ijld.v2i2.1371.
Full textAbstract:
New teaching and learning techniques are developing day by day with the support of information technology and the Internet. Many universities take the advantage of support of information technologies on teaching and learning environments. Each individual’s physical, mental and emotional skills are different. It is emphasized that, more importance are given to individuals performances while they are in groups in those places where the traditional teaching approaches is dominated. At this point, individual performance of individuals and their different learning abilities could not be evaluated alone and left in the background. In these places, it is also stated the importance of learning in groups but not individually. The attitude of an individual towards the computer could be defined as a positive or negative view of the individual on the computer technology or the computer-supported applications. In the development of the attitude of the students, their personal characteristics, perception of computers, frequency of their use of computers, their sex, age and previous experiences play an important role. Some experts find it striking that when attitudes towards the computers are investigated, the researches are concentrated more on teachers and teachers-to-be, while studies on establishing the attitude of students are limited in number. For that reason, this study focuses on impact of determinants of student performance and evaluates this performance through an exploratory research.
6
Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
Full textAbstract:
AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
7
Ware, Mark E., and Jeffrey D. Chastain. "Computer-Assisted Statistical Analysis: A Teaching Innovation?" Teaching of Psychology 16, no. 4 (December 1989): 222–27. http://dx.doi.org/10.1207/s15328023top1604_16.
Full textAbstract:
Our study assessed college students' skills and attitudes associated with different approaches to teaching statistics, including classes in which students conducted arithmetic computations with and without computer-assisted statistical analysis. A comparison group consisted of students who had not taken statistics. Students were also subdivided by gender, grade point average (GPA), and math competency. Pre- and postcourse measures consisted of statistical interpretation and selection skills and attitudes toward statistics and computers. Analyses of covariance (ANCOVA) indicated inferior selection and interpretation skills among those who had not taken statistics. Students in the computer-assisted statistical analysis group had significantly more favorable attitudes toward statistics than did those who did not use the computer and those who had not taken statistics. Men had higher interpretation scores than women, and students with higher GPAs had higher interpretation scores than did those with lower GPAs. We provide suggestions for additional research.
8
Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
Full textAbstract:
This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
9
Jing, Chen. "Innovative Pedagogical Teaching Technologies: Content and Characteristics." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 252–67. http://dx.doi.org/10.31470/2415-3729-2018-8-252-267.
Full textAbstract:
The article is devoted to the problem of innovative pedagogical teaching technologies, implemented in the institutions of higher education, namely their content and characteristics. Analysing the problem, it was found that the term «educational technologies» is very common in science and education, and there are different approaches to its determination. The author of the article defines that «educational technologies» can be represented in three aspects, namely: scientific-methodological and descriptive, processual effective. It is noted in the article that, determining the structure of the category of «educational technologies», the scientists refer to its conceptual part, substantive, procedural and methodological and software support; they have singled out the basic methodological principles and criteria to be met by educational technologies. It is also noted in the article that the technical information technologies develop the idea of a programmed instruction associated with the unique capabilities of modern computers and telecommunications. The main goal of modern information technologies study is to prepare students for a full life in the informational society. The leading principles, as the basis for educational technologies introduction to higher educational institutions, are: the principle of orientation clearly and thoroughly defined goals; the principle of chosen training; the principle of subjectivity training; the principle of variability study; the pedagogical competence principle; the principle of professional similarities and borrowings; the principle of corresponding human nature. The author of the article defined that the methods of NIT training suppose: a traditional learning model; an alternative learning model. The modern educational technologies are discussed in the article and it gives the reason to believe that now they develop the idea of programmed study, which is associated with the unique capabilities of modern computers and telecommunications. The author of the article makes a conclusion that studies of many authors suggest that the main goal of modern information technology education is to prepare students for a full life in the information society. In author’s opinion, the newest modern technologies are the technologies of mobile learning, based on the intensive use of modern mobile equipment and technologies.
10
Ozturk, Ergun. "A Study of Primary School Teachers’ and Turkish Language Teachers’ Anxiety about Tablet PC Assisted Teaching." International Education Studies 11, no. 6 (May 29, 2018): 66. http://dx.doi.org/10.5539/ies.v11n6p66.
Full textAbstract:
Many educational institutions use a number of technologies in classrooms to promote the effectiveness of learning activities. In recent years, tablet PCs have become the primary of these technologies. Tablet PCs in particular play an important role in increasing the effectiveness and efficiency of the process of learning and teaching. In order to reveal this effect of tablet PCs on learning-teaching and to ensure that tablet PCs are used effectively by teachers, development of favorable attitudes by teachers towards computers and elimination of anxiety about using these devices are of utmost importance. The purpose of this study is to determine primary school and Turkish teachers’ anxiety level about using tablet PCs in the process of learning and teaching. To this end, the anxiety scale for tablet PC assisted teaching developed by the researcher was administrated to the teachers. In order to determine the teachers’ anxiety level about using tablet PC in teaching, cross-sectional survey technique was used in the research. According to the results of the research, Turkish teachers’ anxiety level about teaching with tablet PC was found to be higher than that of primary school teachers. Also, in both branches of teaching, females have higher anxiety level about teaching with tablet PC than males. The findings of the research suggest that teachers should be provided with adequate training in using tablet PCs and integration of tablet PCs into educational activities, and that the technical infrastructure should be arranged accordingly.
11
Albatti, Hamood. "E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during Covid-19 Pandemic." Arab World English Journal 13, no. 4 (December 15, 2022): 355–71. http://dx.doi.org/10.24093/awej/vol13no4.23.
Full textAbstract:
The study’s main aim is to examine E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic. The significance of the study is to investigate the level of adoption of e-learning for English Language teaching and practice, the impacts of the adoption of e-learning for English Language teaching and training, challenges associated with the adoption of e-learning for English Language teaching and practice, and the future of the use of e-learning for English Language teaching and practice in Higher Education Institutions in Saudi Arabia. The study’s central question is what are the impacts and challenges of E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic? The study used the semi-structured interview to obtain data from six English language lecturers in Saudi Arabia Universities selected using purposive and convenient sampling techniques. The data obtained were analyzed thematically. The study concluded that e-learning is the future of theoretical and practical courses such as English language teaching and practice in Higher Educational Institutions. This technology usage will benefit everyone involved; Higher Educational Institutions can save money and time while encouraging creativity. The study recommended that students and staff should be trained and re-trained on how to use digital technologies. Education institutions and government agencies should support students with computers and adequate software.
12
Fotini, Alexandraki. "WEAK STUDENTS TEACHING DIVISION BY USE ICT." International Journal of Modern Education 4, no. 12 (March 23, 2022): 42–49. http://dx.doi.org/10.35631/ijmoe.412004.
Full textAbstract:
In recent decades, ICT (Information and Communication Technologies) has played a major role in international education systems. They encourage and improve creativity, critical thinking, pioneer the educational process of teaching and enhance learning. In the present study, 4-6 year old preschool students were taught division by applying levels and using computers and tablets. The purpose of our research was to investigate which group of students (weak, mediocre, excellent) show higher scores in the teaching of division by applying the 3 levels (line level-group level-combination level) and the use of ICT. Preschool students were divided into three groups. Experimental group 1 included students who were taught division using a computer. The experimental group 2 included students who were taught division using smart mobile devices and the control group included students who were taught division using the traditional teaching method and without the use of ICT. Τhe results showed that the students of the experimental groups showed a very significant improvement in their performance in the division at all levels with a higher in the 1st level.
13
Ndebele, Clever, and Milton Gadisi. "EXAMINING INCLUSION AND EXCLUSION IN HIGHER EDUCATION: A CASE STUDY OF BLIND STUDENTS AT A RURAL BASED SOUTH AFRICAN UNIVERSITY." Education. Innovation. Diversity. 2, no. 5 (December 19, 2022): 21–36. http://dx.doi.org/10.17770/eid2022.2.6945.
Full textAbstract:
This study sought to examine barriers to learning for blind students at a rural based South African University. Premised on the qualitative design, data were collected through semi-structured individual interviews with 5 blind students, two academic support staff and four lecturers who were identified through purposive sampling. Emerging themes from the data were identified through content analysis of the verbatim responses. The study found that reasonable accommodation was not provided for blind students in the lecture halls at the university under study. The study further found that, study materials and computers in the university library and mainstream computer laboratories were not adapted for blind students. Third, lecturers were not trained to teach blind students with some lecturers using PowerPoint presentations while teaching when blind students could not access the screens. The study recommends universal design for all learning facilities, thorough training for all staff teaching students with disabilities and the development of a disability policy in the university.
14
Sensuse, Dana Indra, and Darmawan Baginda Napitupulu. "The Study of User Acceptance Toward E-Learning System in Higher Education." Indonesian Journal of Electrical Engineering and Computer Science 7, no. 2 (August 1, 2017): 466. http://dx.doi.org/10.11591/ijeecs.v7.i2.pp466-473.
Full textAbstract:
<p>E-learning is a model of delivering learning content electronically with the help of computers and multimedia. ABC University has implemented the e-learning system for two (2) years in order to improve the quality of teaching and learning process. This study aims to determine the level of user acceptance, especially from the perspective of students. In other words, this study also wants to evaluate the implementation of e-learning systems in higher education as well as identifying any factors that encourage students to use e-learning system especially in ABC University. The research method used was survey with the approach of TAM (Technology Acceptance Model) as the technology acceptance evaluation model consisting of two main factors: perceived ease of use and perceived usefulness. The results showed perceived usefulness significantly positive influence on user acceptance, while perceived ease of use did not significantly influence on user acceptance. The perceived ease of use also significantly positive influence perceived usefulness. The variance of user acceptance could be explained by two factors about 50.5%. </p>
15
S. Abdul Majeed, Zaenab, and Zailin Shah Yusoff. "Are We ‘Smarter’ Now? Case Study of Smart School Implementation in a Developing Nation." Journal of Studies in Education 5, no. 3 (August 26, 2015): 236. http://dx.doi.org/10.5296/jse.v5i3.8082.
Full textAbstract:
<p>This study was aimed at investigating ICT adoption at a Smart School in Malaysia. A questionnaire gathering data on the tools and applications used by teachers as well factors affecting teachers’ adoption of ICT in teaching was administered to 73 teachers and one administrator while 10 teachers and the administrator were interviewed to gain a deeper understanding of the reasons for the responses given in the questionnaire. Frequencies and percentages were calculated while emerging themes from the interviews were recorded for analysis. The results revealed that the participants were at the Utilisation level of ICT adoption even though most of them have positive attitudes toward ICT adoption which means that they were willing to use ICT, specifically computers, in the classroom. The participants used ICT tools to prepare exam materials, content, worksheets and handouts for their teaching. However, the factors that influenced participants’ ICT adoption were: one, using ICT in teaching took up too much time, two, the school management did not provide enough ICT facilities and training to improve ICT skills was needed and three, even though the school management supported ICT adoption they did not put it as a priority. In conclusion, the findings indicated that the participants were positive about the adoption but several factors are barriers which could have affected their progress from lower level to a higher level adoption. Recommendations include allocation of time to prepare ICT resources and lesson, further training for teachers and increase in the number of computers at the school. </p>
16
Becker, Jonathan D. "Digital equity in education: A Multilevel examination of differences in and relationships between computer access, computer use and state-level technology policies." education policy analysis archives 15 (February 13, 2007): 3. http://dx.doi.org/10.14507/epaa.v15n3.2007.
Full textAbstract:
Using data from the National Assessment of Educational Progress (NAEP) state assessment and a survey of state-level technology policies, this study examined digital equity in education as a multilevel organizational phenomenon with data from 70,382 students in 3,479 schools and 40 states. Students in rural schools or schools with higher percentages of African American students were likely to have less access to computers. With respect to computer use, girls and students eligible for free or reduced-price lunch were more likely to use computers more frequently when computers are available in the classroom. With respect to relationships between computer access and computer use, having computers available in a lab increases the likelihood of higher levels of computer use. The results suggested that no more than 5% of the variance in computer access can be attributed to state factors, and less than 1% of the variance in computer use was between states. The findings suggested that where student technology standards are integrated into subject-area standards, computer use was likely lower than in other states. In states where pre-service teachers must meet technology-related requirements to receive their teaching credential and states where funds earmarked for technology are distributed as competitive grants, computer use was likely to be higher.
17
Jain, Shipra, Kopal Sharma, Pushpawati Jain, and Sakshi Singh. "Computer assisted learning versus conventional teaching: a questionnaire based study." International Journal of Basic & Clinical Pharmacology 6, no. 6 (May 23, 2017): 1399. http://dx.doi.org/10.18203/2319-2003.ijbcp20172230.
Full textAbstract:
Background: Animal experiments have ethical concerns thus practical sessions mean demonstration classes. Incorporation of novel teaching methods in pharmacology is the need of the hour when there is extensive use of computers among students. The present study was conducted to analyse and compare the knowledge gained by students through traditional demonstration lectures versus Computer assisted learning (CAL) sessions.Methods: This study was done on 112 second professional MBBS students after taking informed consent. They were divided in 2 groups viz. CAL group and Traditional teaching group and were taught experimental pharmacology topics using different teaching methods. The performance of the students in the two groups was then compared based on questionnaire. Student’s perception on use of CAL was also assessed.Results: A statistically significant difference in performance was seen among the students in the traditional teaching group and CAL group. In CAL group, the average scores for the Rabbit’s eye, Dog’s blood pressure, Animals used in Experimental Pharmacology and Screening methods sessions were 9.07, 8.3 and 3.8 respectively while in traditional teaching group the scores were 8.4, 7.8 and 3.4 respectively. Similarly, in frog’s heart session, CAL group scored higher (7.14) than traditional group (6.79). 76.8% students strongly agreed that CAL sessions were useful and 100% students strongly agreed that traditional lectures are difficult to retain.Conclusions: The study concludes that CAL is a promising teaching option when compared to traditional demonstration lectures for undergraduate practical pharmacology classes.
18
Riadynska, I. A. "The Innovative Teaching Methods in the Study of Economic Disciplines in Higher Education Institutions of Ukraine." Business Inform 1, no. 516 (2021): 134–38. http://dx.doi.org/10.32983/2222-4459-2021-1-134-138.
Full textAbstract:
The article is primarily aimed at considering the essence and significance of innovative methods of teaching economic disciplines in higher education institutions, their use in professional activities with students during educational work. The article considers innovative methods of learning in the teaching of economic disciplines used in the system of modern educational process in higher education institutions of Ukraine. The peculiarities of forms and methods of innovative learning are defined, the specifics of their use during classes with students in economic disciplines are covered. The author specifies application of such methods, forms and methods of educational work as: audiovisual method of training; analysis of errors, collisions, incidents; discussion with the invitation of specialists; brainstorming; «decision tree»; business (role-playing) game (students try the role of a teacher in economics, an accountant, auditor, a broker, manager, etc.); «take a position»; Socratic dialogue; interview method; public speaking; commenting, evaluating (or self-evaluating) of the participants’ actions; training ground; method of analysis and diagnosis of the situation; method of cooperative learning; problematic methods; partially search methods; research methods; method of projects; modeling; trainings; the program-role method of generating ideas; work in small groups; «competence» game; simulation games; PRES formula, etc. The essence of the case method, its principles, structure, features, influence on the formation of qualitative characteristics of the future specialist in economics is covered. It is emphasized the use of new technologies in learning, such as multimedia, computers, etc. and the combination of innovative methods with classical, traditional ones.
19
Dzhumagulova, G. "Formation of Competence and Professional Skills of the Future Social Teacher in the Study of Humanitarian Disciplines." Bulletin of Science and Practice 7, no. 3 (March 15, 2021): 319–26. http://dx.doi.org/10.33619/2414-2948/64/40.
Full textAbstract:
This article examines the problems of the potential capabilities of certain academic disciplines in the formation of the professional competence of future social teachers. The author has set the goal to consider the important components of the system of forming the professional competence of future social teachers, which are: forms of organization of classroom work as lectures, conferences, consultations and extracurricular work of students (diploma works, forms of organization of scientific research work, teaching practice, etc.); teaching methods (explanatory-intellectual, reproductive, problem presentation, research, etc.) and education (methods of forming personality consciousness, methods of organizing activities and forming the experience of social behavior, methods of stimulating behavior and activities); means of the system for the formation of professional competence of future social teachers as the State Standard of Higher Professional Education, curricula and curricula, didactic material, computers, computer classes, the Internet, software, etc.
20
Xiao, Yabin, Bin Zhou, Dan He, and Jingzhong Liu. "Auxiliary Teaching System of Higher Mathematics Based on Random Matrix Model." Mathematical Problems in Engineering 2022 (August 23, 2022): 1–10. http://dx.doi.org/10.1155/2022/7983989.
Full textAbstract:
With the development of computer technology, computers have become a part of people’s lives and the Internet has connected the world’s networks as a whole. Computer technology is changing people’s study, life, and work. People’s traditional education mode, thinking, content, method, and talent training program have a significant impact. The development from traditional to computer technology-based teaching methods has brought new developments and leaps in educational technology. This paper analyzes the research background, significance, and research status of the advanced mathematics auxiliary teaching system, introduces the related technologies and development modes used in the development of the system, and especially discusses the access database technology by ADO and the mathematical expression based on MathML language. Secondly, starting from the actual teaching, we analyze the functional requirements and performance requirements of the system in detail and make detailed planning and design for the system architecture, database selection, functional modules, etc. The design and implementation process of this teaching system are summarized. The teaching strategy inference engine is the key to the personalization and intelligence of the ICAI system. According to the learning models provided by different students, the system designs a corresponding teaching sequence for the learners by controlling the meta-knowledge of the domain knowledge base. The teaching strategy inference engine cuts the domain knowledge tree, selects the knowledge points suitable for the student, and sorts the selected knowledge points reasonably to generate an optimal teaching sequence. According to the students’ learning situation, combined with the teaching rules in the teaching rule library, the students’ grades are dynamically adjusted, so as to select new learning content for students and provide teaching suggestions in time. The student model is the premise of the ICAI system to achieve individualization and intelligence. The system makes a comprehensive evaluation and diagnosis of students through fuzzy comprehensive evaluation and fuzzy reasoning. On this basis, a cognitive student model is established, which is the teaching strategy that provided the basis for the formulation.
21
Laabidi, Hicham. "The Impact of Teaching Experience on Professors’ Use of ICTs in the Teaching Process." TRANS-KATA: Journal of Language, Literature, Culture and Education 2, no. 2 (May 30, 2022): 93–108. http://dx.doi.org/10.54923/transkata.v2i2.73.
Full textAbstract:
Technology advancements have made learning more exciting for pupils of all levels. Many studies have shown that using current technology in the classroom benefits both teachers and students. It has fueled their drive to learn more using these new instruments. Thus, schools and other educational institutions have recognized the value of using computers to teach. This paper intends to investigate the influence of teaching experience and teachers’ age on the implementation of ICTs in the classroom. The data were analyzed using descriptive means and standard deviations. To assess the impact of teaching experience on computer use for pedagogical purposes, inferential statistics were used. Based on the independent variable of teaching experience, the results showed statistically significant variations in instructors' usage of new technologies in education., F (4,158) = 20.279, p < 0.05. The current study is highly significant in the sense that it is expected to come up with important findings with regard to the infusion and implementation of information technology in higher education. It provides significant knowledge that can be of great value to both researchers and professors in Morocco and in various parts of the world.
22
Newby, Michael, and Darrell Fisher. "An Instrument for Assessing the Learning Environment of a Computer Laboratory." Journal of Educational Computing Research 16, no. 2 (March 1997): 179–90. http://dx.doi.org/10.2190/2rbc-gqvh-bcb1-let1.
Full textAbstract:
Computers have been used in higher education for over thirty years both as a subject of study and as a tool to assist in the learning process within other disciplines. In that time, computer laboratory classes have played a major role in the teaching of computing subjects. Despite the perceived importance of laboratory classes little research has been done on computer laboratory environments and their effect upon learning. This article describes two instruments. One was designed to assess students' perceptions of various aspects of their computer laboratory environments and the other to measure attitudes toward computers and computing courses. These instruments were used to determine associations between laboratory environment and student attitudes.
23
Bulawa, Philip. "Transfer of Computer Knowledge and Skills to the Workplace: The Perspective of Primary School Heads." Journal of Studies in Education 6, no. 4 (November 4, 2016): 75. http://dx.doi.org/10.5296/jse.v6i4.9992.
Full textAbstract:
The use of computer technology in schools has become a topical subject of enquiry among researchers globally. As in other countries, the government of Botswana has come up with policy on the use of computer technology in public schools in its effort to improve teaching and learning. For this initiative to be achieved, higher education institutions in the country are expected to provide knowledge and skills to school management teams and members of their teaching staff on Information and Communication Technologies (ICT). This descriptive and qualitative study sought to find out whether primary school heads are using the computer knowledge and skills they acquired during in-service training at the University of Botswana in their schools. Using purposive sampling, 22 participants out of 26 who had volunteered to participate in the study responded to the questionnaire about the use of computers by school heads in primary schools. The result of the study shows that while school heads are willing to use computers in their schools, they have encountered some challenges, many of which are external and therefore, beyond their control. Further revealed is that there are a few school heads that do not see the use of computers as a priority, in spite of the knowledge and skills they possess. The study recommends further research to find out from regional officers the intervention measures that may be put in place to enable school heads to effectively use computer technology in primary schools.
24
Ihnatyeva, O. S., S. M. Koval, L. V. Uskova, and M. V. Chepurna. "Innovative methods of foreign language teaching for ESP students." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (341) (2021): 170–78. http://dx.doi.org/10.12958/2227-2844-2021-3(341)-170-178.
Full textAbstract:
The article deals with the problem of successful usage of foreign language teaching progressive methods for university students of technical specialties in Ukraine. The major didactic functions (cognitive, developing, research, communicative) by means of computer technologies in the learning process are determined. The effectiveness and the expediency of innovative approaches usage in the process of foreign language study to improve the quality of students’ education are analyzed. The ways of informational technology application in the system of Ukrainian higher education are characterized. The effectiveness of learning foreign languages through innovative approaches and devices is analyzed and the characteristics of modern multimedia technologies in foreign language teaching are clarified. The restructuring of high school requires not only revision and improvement of general education according to new challenges of modern society but it also requires the change of educational processes methods. According to this it is important and necessary to use multimedia educational technologies. In the process of learning, multimedia education primarily presumes the usage of videos in the work with different computer programmes as well as making special presentations on the topic given through the usage of technically oriented audio and video information. The usage of computers in the process of teaching foreign languages increases the intensity of educational process. The factor determining successful application of informational technologies is teacher’s work with scientific and methodical support. The examples of multimedia technology usage are shown. The attention is paid to the multimedia presentation, its characteristic features and peculiarities. Computers greatly empower teacher’s abilities, promotes individualized studying, students’ individual activities and allows to adapt educational process to individual characteristics of students.
25
Pratiwi, Ayu, Elsa Pratiwi, Faradila Chantika, Hamida Putri, and Resti Aulia Nengsih. "USE OF TECHNOLOGY IN TEACHING ENGLISH." Jurnal Riset dan Inovasi Pembelajaran 1, no. 2 (August 3, 2021): 112–22. http://dx.doi.org/10.51574/jrip.v1i2.40.
Full textAbstract:
In language coaching and gaining knowledge of, we've got loads to select from the sector of generation: audio, TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. Technology has modified the dynamics of diverse industries, and has additionally encouraged the the manner human beings engage and paintings withinside the society. This speedy growing and improvement of statistics era has supplied a higher sample to discover the brand new coaching version. As a end result era performs a totally vital position in English coaching. Using multimedia to create a context to train English has its particular advantages. The instructors can have interaction the freshmen to grow to be professional at English Language through the usage of the revolutionary ELT strategies like English songs, movie, clippings, dramatics, advertisements, sports activities commentaries and plenty of extra. This paper stresses at the want to make English language training smooth and exciting thru revolutionary ELT techniquesby using a scope review study methodology, which is a literature review process between new theories and ideas, so this paper talk about definition and development of technology, use of generation in coaching English, the boom of elt via generation, and advantages of the use of generation in the classroom.
26
Fosu, Agyei. "E-Learning and Conventional Learning in 21st Century Information Age: A Case Study Of Students from Selected Universities in Buffalo City Metropolitan Eastern Cape South Africa." International Journal of Community Development and Management Studies 3 (2019): 031–41. http://dx.doi.org/10.31355/39.
Full textAbstract:
NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to critically examine the forces that can impede or support students to use e-learning in higher education teaching and learning environment which require not only pre-technological literacy’s but easy access to the e-learning platform and ICT devices. Background................................................................................................................................................................................................. The concept of e-learning has grown considerably in the past three or four decades, which according to Pollock and Cornford, (2003) has prompted a great deal of interest in using and integration of technology into teaching and learning environment thereby transforming the very nature of the traditional higher education system. Murphy et al (2001) have highlighted that not only does the new technologies supplement the conventional course delivery in institutions of higher learning, but they have also become a catalyst for change in higher education. South Africa as a developing nation has adopted the introduction of ICTs in the education system with the hope that it may offer some solutions to the challenges of education in South Africa. The South African Department of Education believes that developments in ICTs and its introduction to the education system creates access to learning opportunities, redresses inequalities, improve the quality of learning and teaching, and deliver lifelong learning (Department of Education, 2004). Even though internet access and ICT devices are becoming more common in South Africa, the use of them for teaching and learning purposes are limited. According to the White Paper on E-education in South Africa (SA, 2004), the Province of Eastern Cape has ranked lowest in terms of number of schools with computers for teaching and learning and as a result many students from Eastern Cape Province who enter higher education do not have adequate technological literacy levels to cope with the demands of higher education teaching and learning environment. Methodology................................................................................................................................................................................................. The design of the study was a case study and it utilized quantitative method. The number of sample units in the study was 65 students from Walter Sisulu University, University of South Africa, Pearson Institute of Higher Education (formerly called CTI) and University of Fort Hare campuses based in East London Eastern Cape Province South Africa. The data were analyzed using MS Excel spreadsheet database for conversion into percentages for the descriptive statistics. Contribution................................................................................................................................................................................................. It is essential to understand the forces that can impede or support e-learning. Possible solutions can be suggested for successfully integrating e-learning into higher education teaching and learning environment to meet 21st century students’ needs. The South Africa case study identified that a number of respondents indicated that the resources are available for e-learning on their university campuses. But these available resources are not efficiently used by most respondents to support their studies. Findings......................................................................................................................................................................................................... The results indicated that in the area of infrastructure required for e-learning, the majority of respondents indicated that the resources are available for e-learning on the campuses of the sampled universities. But these available re-sources are not efficiently utilized by respondents to support their studies. Recommendations for Practitioners............................................................................................................................................................... While universities and other institutions of higher education are encouraging integration of e-learning into the curriculum, it is also imperative that their teaching and learning strategies and policies take into account that some students are unevenly challenged in terms of technological skills and still require additional support. Recommendation for Researchers................................................................................................................................................................ There is the need to explore in depth the aspects that lead to the successful integration of e-learning into conventional lecture method of courses delivery. Impact on Society........................................................................................................................................................................................... With the dawn of 21st century digital and knowledge-based economies evolution where the integration of computers and other ICTs tools in higher education teaching and learning environments have been found to be very beneficial to students, hence not only pre-technological literacy’s of students but easy access to the e-learning platform and ICT devices are critical to higher education learning environment. Assessing students technological skills and access to e-learning platforms to which this study contributes will assist in improving quality education which has a greater impact on society. Future Research............................................................................................................................................................................................... In the context in which this study was conducted further examination of the technological skills of academic staff of the successful integration of e-learning into curriculum would be advisable.
27
Nur Rakhmawati, Deny Efita, and Agung Wiranata Kusuma. "DIGITAL NATIVE: A STUDY ON THE FIRST-YEAR STUDENT." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 10, no. 2 (January 18, 2016): 82. http://dx.doi.org/10.18860/ling.v10i2.3261.
Full textAbstract:
The digital native generation emergent triggers the educational practitioner to develop a new way of approaching the teaching practice in the classroom. As it is claimed that this generation has a unique characteristics and way of learning. Therefore, this paper explore the experience of the first year student of English language and letters department in using technology. Students were asked about their access to, use of and preferences for a wide range of established and emerging technologies and technology based tools using a questioner developed to assess their level of digital nativity. The results show that many first year students are highly tech-savvy. However, each student’s experience on the use of technologies and tools (e.g. computers, mobile phones) show considerable variation. The findings are analyzed using the Prensky’s theory on the ‘Digital Natives’ and the implications for using technology to support teaching and learning in higher education. The reported data indicate that for a range of emerging technologies were used intensively by the students. Furthermore, the majority of the respondents also claimed that they used the tools and technology to support their study. However, it is inconclusive as how the student integrate the tools and technology in their study.
28
Ramadani, Kujtim. "FOREIGN LANGUAGE TEACHING/LEARNING IN THE DIGITAL ERA." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (June 5, 2019): 1687–91. http://dx.doi.org/10.35120/kij31061687r.
Full textAbstract:
Language is generally perceived as the medium of communication of ideas and thoughts. Recent technological advancements have aided the processes of language communication. When we speak about technology, we normally refer to computers and digitalization. However, technology indeed refers to anything that is produced, assembled and that makes our lives easier. Social media previously related through television programs of any kind, can now be easily accessed through mobile devices, computers, and video conferencing software. Language teaching and learning in general, and foreign language teaching and learning in particular, have evolved in the digital age, especially as we move from single language users to a more bilingual or even plurilingual society. Foreign language takes on a new meaning in the digital age. With the emergence of Information and Instructional Technologies and their influence on teaching and learning it becomes a must to equip faculty members and students with the necessary skills to handle these developments and utilize their benefits in teaching and learning. The swift development of new technologies and their universal application in education requires innovative methods and approaches in teaching and learning a language in the digital age. This paper provides an overview of how technology has evolved in time and how it contributes to language communication, alongside political, economic and social lines in the Republic of Macedonia in general and at the Southeast European University in particular. The Mission of the University is to seek excellence in teaching and research within the higher education system in the Republic of Macedonia, by offering equal opportunities for all based on impartiality and merit. One of the key elements of the mission of the University includes active cooperation with universities in the Republic of Macedonia as well as with international universities. The main aim under which the university is governed and managed is to contribute to higher education in the Albanian language, through a mutual interethnic understanding and aims to provide a multilingual and multicultural approach to teaching and research by developing study programs according to broad European and international standards. In this respect, we will also focus on the latest trends in the area of language learning in the digital age and the efforts that our university is making in order to keep in step with them, especially through several of its units that have been specifically established with this mission in mind, such as the e-learning center and the language center.
29
Farahmand, Kambiz, Satpal Singh Wadhwa, and Mahmoud Mostafa. "INTEGRATING ANIMATION INTO TEACHING COMPUTER SIMULATION." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 3 (August 30, 2016): 1176–81. http://dx.doi.org/10.24297/ijrem.v7i3.3827.
Full textAbstract:
Computer simulation is an experiment using a computer model to represent a unique system. Variables are defined and parameters to be study are monitored and recorded. Growing caÂpabilities and decreasing costs of microcomputers are placing this powerful tool at the fingertips of scientists and engineers. In the past, the use of digital computers in simulation required a considerable amount of programming effort. This is no longer a true statement. Simulation provides the student with a greater breadth and depth of information on which decisions could be made. It is also considered one of the most valuable and flexible decision making tools available. Flexible simulation and animation models developed using a multitude of software’s available in the market today is considered a very powerful and effective approach in engineering education. Simulation and animation models could easily be used to solve complex and dynamic problems in both the classroom and real life.Computer simulation techniques and soft wares have been used for more than a decade to help engineers in development, trouble shooting, problem solving, and decision making process. The new paradigm in computer simulation is the use of animation and virtual reality to build engineering models and animation, simulate operations and performance. The fantastic progress in computer hardware and software industry has now opened a new and higher level of teaching computer simulation.
30
Khumalo, Shuti Steph. "Academic Perspectives on the Acquisition of Task-Fit Digital Devices in an Open Distance Learning University: Challenges, Constraints and Hassles." Journal of Educational and Social Research 12, no. 6 (November 5, 2022): 147. http://dx.doi.org/10.36941/jesr-2022-0151.
Full textAbstract:
There is an increasing awareness of the prominence of the virtual setting environment as education shifted from conventional face-to-face teaching and learning to a blended environment that includes distance education. This phenomenon has also affected how teaching is delivered in Higher education institutions. The purpose of this study was to determine the factors that limit the provision of task-fit digital devices in an Open Distance Learning (ODL) University in South Africa. The article emanates from data collected from a collaborative project by different universities entitled “The dynamics of space and place in Sub-Saharan higher education institutions”. This study deployed qualitative research methodology and data was collected through semi-structured interviews. The Task-Technology Fit model was used as a theoretical framework. The investigation led to several critical findings which were categorised into the following themes: deficient technologies, delayed procurement of digital appliances, supplying used computers to newly appointed academics, negative implications of pedagogical practices and finally, poor ICT support.
Received: 27 June 2022 / Accepted: 14 October 2022 / Published: 5 November 2022
31
Tian, Chao, Qian Zhou, and Bin Yang. "Reform and Intelligent Innovation Path of College Football Teaching and Training Based on Mixed Teaching Mode." Mobile Information Systems 2022 (August 12, 2022): 1–10. http://dx.doi.org/10.1155/2022/8436138.
Full textAbstract:
Computers and network information technology are changing our production and lifestyles and at the same time profoundly affecting the development of education. Higher education informatization focuses on the integration of information technology and higher education. It is necessary to comprehensively deepen education reform and innovate teaching methods and promote the overall improvement of education. This article aims to explore the innovative path of teaching reform based on college football training based on the current situation of college football teaching. Using literature research and questionnaire surveys, physical education teaching focuses on the unification of theory and practice. Both are indispensable. Mixed teaching is more in line with the teaching laws of physical education disciplines. It inherits the advantages of e-learning (i.e., the Internet online learning mechanism). Free from the constraints of a single online learning mode, this article designs a football training reform and innovative teaching experiment, using smart sensor technology to detect the body posture control of students participating in football teaching and training, and using questionnaires to track the nutritional adjustment of the students participating in the experiment. Through the football training scores and physical fitness index data of students in the teaching experiment, the application effect of football teaching and training reform in this research is analyzed. Experiments show that with a 95% confidence level, the football teaching and training reform program of this research can improve the football training effect of students. Colleges and universities currently pay more attention to football catching and offensive practice, especially the offensive practice accounts for 68.2%. Therefore, it has important practical value and theoretical significance to study the mixed teaching effect of using MOOC resources in football teaching. The use of blended teaching can cultivate students’ autonomous learning ability, make students transform from passive learning to active learning, stimulate students’ learning motivation, and enable students to have a strong interest in football.
32
Hsu, Yi-Chu. "Impact of Emergency Remote Education in the 2021 COVID-19 Pandemic: A Case of Higher Education Students in the Department of Mechanical Engineering." Higher Education Studies 12, no. 2 (March 25, 2022): 71. http://dx.doi.org/10.5539/hes.v12n2p71.
Full textAbstract:
The higher education in Taiwan was forced to begin an unprecedented large-scale distance teaching emergently due to the outbreak of the COVID-19 pandemic in May 2021. This research accordingly intended to realize what the students had been experienced and the mechanical engineering at a private university of technology was investigated. There are five aspects surveyed and quantitatively their satisfying order from high to low is the following: learning resources, synchronous distance teaching, final assessment, learning effectiveness, and school equipment. Next, the qualitative data shows that most students embraced freedom and liberation at the beginning of the sudden implementation of the six-week emergency distance education, and soon discovered that the pressure of learning had become greater. Reasons include easy distraction at home, increased assignments, and relatively difficult online communication, etc. In summary, the participants have the highest satisfaction with "learning resources", although there are still students who complained that they can only access the visual classroom by poor facilities, like mobile phones (6% of the participants who cannot access computers/laptops for learning), old-fashioned computers, or no internet at home. It shows the limitations of unfair resources to online learning. Furthermore, the learning effect is the second-worst, showing that although the students have mastered the skills for synchronous remote education in the six weeks, most of them still prefer to return to the familiar and reliable face-to-face classroom, owing to the difficulties in communication, hardware, and software conditions. Finally, some suggestions for the college students to prepare for the uncertain future are provided based on the study conclusions.
33
Wangru, Cao. "A Case Study of College Students’ Attitudes toward Computer-Aided Language Learning." Higher Education Studies 6, no. 3 (May 30, 2016): 1. http://dx.doi.org/10.5539/hes.v6n3p1.
Full textAbstract:
<p>Nowadays computers are becoming smaller and more powerful, they are put into use in many areas, and one of the important implementations is the assistance with language learning, which is called CALL. In China, college English teaching has experienced lots of frustrations and difficulties. At the end of 20th century, the mode of CALL gradually appeared in China, but it was still immature and not systematic. At the beginning of 21th century that CALL was carried out extensively in China. During this period, many universities and colleges have tried experiments on online learning and many of them have got quite fruitful achievements. Henan Polytechnic University is one of them. After careful consideration, the university decided to adopt the English online learning system produced by Higher Education Press to carry out a comprehensive college English teaching reform in the non-English majors’ students, who are freshmen and sophomores. In the four academic semesters, students have 4 periods of classroom-based learning and another 2 periods of online learning every week. So far, the university has worked on the experiment for 10 years, and now, it is the high time to check the students’ attitudes toward English online learning. Only in this way can we get the valuable first-hand suggestions to improve online learning mode.</p>
34
Siraj, Syed Muhammad Sajid, Muhammad Freed, and Sana Bint-e-Javaid. "TECHNOLOGY TRENDS IN ENGLISH LANGUAGE TEACHING AT TERTIARY LEVEL IN PAKISTAN." Pakistan Journal of Social Research 04, no. 03 (September 30, 2022): 57–64. http://dx.doi.org/10.52567/pjsr.v4i03.686.
Full textAbstract:
Twenty-first century Student at tertiary level carries more than a traditional resource pack in classroom. With the introduction of modern technology, the dynamics of teaching and learning has reshaped. This paper aims to investigate the use of technology in English language teaching and learning at tertiary level in physical classroom. To be more specific, this study was carried out to explore the trends of technology use at tertiary level in English language related courses offered at four private sector universities in Karachi. The data were collected through survey questionnaire via Google forms, from 35 English language teachers, who taught the courses and 134 students enrolled in the courses. Findings reveal that, internet, computers (desktops/laptops), videos and overhead projectors were the most frequently used technology tools out of 21 different types of technology tools on the list with 92%, 78%, 68% and 65% respectively. Whereas, the use of web-based tools such as classwiki, googledocs and e-news were the least practiced for teaching English language. The study concludes that English language teachers at tertiary level were actively using internet and desktop/laptops tools in their classroom while were found to less inclined toward social media based technology forums for teaching purposes. Keywords: Instructional Technology, Educational Technology, Higher Education
35
Fusic S, Julius. "Online assignment approach in mechatronics system design course using Google classroom." Journal of Engineering Education Transformations 35, no. 2 (October 1, 2021): 46–52. http://dx.doi.org/10.16920/jeet/2021/v35i2/22070.
Full textAbstract:
Abstract : In this cyber-driven world, assignments are submitted by higher education students by using pen, paper and pencil. With the outbreak COVID-19, the smart phones, tablets and computers/laptops play a vital role in educating the school students as well as higher education students. Despite the fact that the current generation students' skill development is through additional education modes like assignments, formative assessment, and model-based assignments and so on, the teaching and learning process remains old. Very few educators are using smart education tools to collect feedbacks, to assess student's knowledge using open CV's like Padlet, Plickers, Moodle and Google classroom. The introduction of online assignment submission enriches the student's skills, knowledge and content development skills. In this paper, the student's activities for submission of assignment and subject content clarification are performed using Google classroom as an interactive tool. The introduction of online assignment submission creates measurable difference in student's performance over traditional assignment submission.Although the student's performance, student characteristics and study behavior are explained using case study on Mechatronics system Design course and its impact on the students for further improvement in education system. Keywords: Peer teaching, online assignment, Google classroom, Mechatronics system design
36
Manalu, Herland Franley. "THE ANALYSIS OF INFORMATION TECHNOLOGIES USAGE FOR ACADEMIC PURPOSES IN ENGLISH LANGUAGE TEACHING AND LEARNING AT UNIVERSITAS BANGKA BELITUNG." JOALL (Journal of Applied Linguistics & Literature) 4, no. 2 (August 16, 2019): 177–84. http://dx.doi.org/10.33369/joall.v4i2.7774.
Full textAbstract:
The use of Information Technologies (IT) tools has become very important requirements for teachers and students nowadays in achieving academic goals in higher education. The harness of computers, internet, e-mail, multi-media and other IT tools is indispensable and has a great influence on the process of language teaching and learning in an effort to improve the quality of education and to produce best human resources that not only having good competence in foreign language but also possessing great capabilities in the use of Information Technology to face the Industrial Revolution 4.0 era. The study seeks to find out the frequency and the purposes of IT usage by students and lecturers in the English learning environment. A questionnaire containing questions about the frequency and the use of IT in the teaching and learning process was disseminated to the students and the lecturers of the English Literature department at the University of Bangka Belitung. The study reveals that the lecturers and students show a positive attitude towards the use of IT tools and the harness of the tools in the process of teaching and learning is believed to be very useful.
37
Pokhrel, Sumitra, and Roshan Chhetri. "Hindrance to Online Education during Lockdowns." International Journal of Asian Education 2, no. 4 (November 20, 2021): 504–13. http://dx.doi.org/10.46966/ijae.v2i4.223.
Full textAbstract:
This study aims to identify the hindrances to online education students in schools and colleges during the lockdown. The online survey through Google Forms with a structured questionnaire with both restricted and unrestricted responses was designed to identify the hindrance to online education during the third lockdown. Total of 425 responses of students who attend online classes during lockdown from Phuentsholing Higher Secondary, Phuentsholing Middle Secondary, Sonamgang Middle Secondary Schools, and College of Science and Technology in Phuentsholing, Bhutan. The result indicates that socio-economic, technological, and psychological situations hinder effective online teaching and learning. Household chores, large family members, data packages, and poor internet connectivity are other difficulties students face making online education ineffective. Some of the measures to support economically disadvantaged students and provide personal computers/laptops to teachers for preparing and developing teaching-learning materials are suggested. Other recommendations and viable measures based on surveys are suggested to overcome such challenges for students and support providers to make online education effective and focused
38
Pillai K., Rajasekharan, and Ashish Viswanath Prakash. "Technological leverage in higher education: an evolving pedagogy." Journal of International Education in Business 10, no. 2 (November 6, 2017): 130–46. http://dx.doi.org/10.1108/jieb-09-2016-0034.
Full textAbstract:
Purpose The purpose of the study is to analyse the perception of students toward a computer-based exam on a custom-made digital device and their willingness to adopt the same for high-stake summative assessment. Design/methodology/approach This study followed an analytical methodology using survey design. A modified version of students’ perception of e-assessment questionnaire (SPEAQ) was used to elicit information from the subjects, who were drawn from a first-year post-graduate course in management and commerce, soliciting voluntary participation in the survey. SmartPLS 2.0 was the major analytical tool used to understand the theoretical robustness of observed and latent variables through structural equation modelling. The final model was retained based on the structural significance of the path coefficients. Findings The results of the study offer ample evidence to establish the proposed theoretical relationship. It was found that the subjects of the study maintained a positive attitude toward e-assessment. Hence, the introduction of e-exams for high-stake assessment is suitable to current generation students. Research limitations/implications Findings of the study may be irrelevant to students who are not subject to e-learning processes, as an e-assessment can only be effective when students have ample exposure to working on computers. Practical/implications A major practical implication of the study is that e-exams will positively influence the outcome of education and effectiveness of the teaching–learning process. Technology, as an eclectic paradigm, can amplify the educational outcome by boosting the competency of students to meet challenges of any emerging situations. Originality/value The idea of an e-exam, using a custom-made device, is unprecedented. This paper offers a convincing empirical evidence to academic administrators to integrate e-assessment with e-learning programs.
39
Ross, John A., Anne Hogaboam-Gray, Douglas McDougall, and Cathy Bruce. "The Contribution of Technology to the Implementation of Mathematics Education Reform: Case Studies of Grade 1–3 Teaching." Journal of Educational Computing Research 26, no. 1 (January 2002): 87–104. http://dx.doi.org/10.2190/dqgn-my7j-49t0-er40.
Full textAbstract:
Previous research suggests that access to technology contributes to the implementation of mathematics education reform. This case study of three primary (grade 1–3) teachers investigated how access to computers and math teaching software influenced nine dimensions of reform. Teachers were selected on the basis of their commitment to math reform and their technological literacy. Interviews and observations over five months found that technology had its greatest impact by helping teachers expand the scope of their programs and by promoting positive attitudes toward math. Teachers adapted computer tasks to fit their off-line activities, heightening or depleting the contribution of technology to reform. The computer promoted equity of access to all forms and strands of mathematics but this did not necessarily ensure that all students had access to higher math. None of the teachers realized the potential of the computer to increase student-student construction of mathematical ideas, in part because of hardware problems but more because of their decision to assign students to individual computer tasks.
40
Zalat, Marwa Mohamed, Mona Sami Hamed, and Sarah Abdelhalim Bolbol. "The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff." PLOS ONE 16, no. 3 (March 26, 2021): e0248758. http://dx.doi.org/10.1371/journal.pone.0248758.
Full textAbstract:
Background e-learning was underutilized in the past especially in developing countries. However, the current crisis of the COVID-19 pandemic forced the entire world to rely on it for education. Objectives To estimate the university medical staff perceptions, evaluate their experiences, recognize their barriers, challenges of e-learning during the COVID-19 pandemic, and investigate factors influencing the acceptance and use of e-learning as a tool teaching within higher education. Methods Data was collected using an electronic questionnaire with a validated Technology Acceptance Model (TAM) for exploring factors that affect the acceptance and use of e-learning as a teaching tool among medical staff members, Zagazig University, Egypt. Results The majority (88%) of the staff members agreed that the technological skills of giving the online courses increase the educational value of the experience of the college staff. The rate of participant agreement on perceived usefulness, perceived ease of use, and acceptance of e-learning was (77.1%, 76.5%, and 80.9% respectively). The highest barriers to e-learning were insufficient/ unstable internet connectivity (40%), inadequate computer labs (36%), lack of computers/ laptops (32%), and technical problems (32%). Younger age, teaching experience less than 10 years, and being a male are the most important indicators affecting e-learning acceptance. Conclusion This study highlights the challenges and factors influencing the acceptance, and use of e-learning as a tool for teaching within higher education. Thus, it will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change.
41
Nguyen, Loc My Thi, and Tuong Sy Hoang. "Mobile technology to promote education 4.0 in Vietnam." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 1–6. http://dx.doi.org/10.52296/vje.2020.73.
Full textAbstract:
Currently, with development of technology, the use of gadgets like smart devices (smartphones, tablets) is becoming more common. In recent years, mobile technologies play an increasingly important role in students’ lives, study and scientific research. In addition, currently most students in higher education institutions use smartphones. Many universities use electronic devices such as smart phones, laptops, computers, and tablets as teaching devices and building websites that run on mobile platforms or developing applications that can be easily downloaded from google play or Apple store. Therefore, this article focuses on analyzing the perspectives as well as the application of learning on mobile devices in higher education 4.0. Surveys of students owning a mobile device and doing their learning on a mobile phone show that the currently students owning mobile devices is high and will continue to increase. The data was analyzed through the calculation of the proportion of responses in the questionnaires. The article also summarizes the results of short discussions about the results of the research, finding that mobile technologies play an important role in teaching and learning in the current context of higher education in Vietnam. Based on the results, the authors recommend that more studies should be done to provide knowledge regarding the application and development of mobile technologies in learning and research of students towards the era of industrial revolution 4.0 (IR4).
42
Almekhlafi, Abdurrahman G., and Enas Said Ali Abulibdeh. "K-12 teachers’ perceptions of Web 2.0 applications in the United Arab Emirates?" Interactive Technology and Smart Education 15, no. 3 (September 17, 2018): 238–61. http://dx.doi.org/10.1108/itse-11-2017-0060.
Full textAbstract:
PurposeThis paper aims to investigate 152 pre-service and in-service school teachers’ perceptions toward Web 2.0 applications and their usage in the United Arab Emirates (UAE). A five-point Likert scale questionnaire was used. The data were analyzed quantitatively using descriptive statistics and independent samplet-tests. The descriptive statistics were used to identify teachers’ perceptions toward Web 2.0 applications and their usage. Thet-test was used to investigate the differences in perceptions between groups due to gender, and experience using computers and the Internet. The results showed that teachers have high perception toward Web 2.0 tools and services, but the extent to which they use Web 2.0 applications is somehow moderate. Moreover, no statistically significant differences in perception toward Web 2.0 were detected due to gender or experience using computers and the internet. Recommendations and suggestions for improving Web 2.0 integration into teaching and learning are proposed.Design/methodology/approachThis study adopted the quantitative research approach using a questionnaire for data collection. The questionnaire was designed to investigate teachers’ perceptions of using Web 2.0 applications as a method for teaching and learning purposes.FindingsThe results showed high self-perception of teachers toward Web 2.0 and their use for improving students’ performance, which can be attributed to their awareness of Web 2.0 importance and benefit in education. On the other hand, results indicated a low use of most of Web 2.0 tools such as microblogging, audio file sharing, photo sharing and content developing. Again, these findings can be attributed to the lack of professional training on using Web 2.0. In addition, the results did not show significant differences between male and female teachers in using Web 2.0 applications with the exception of two items. Neither did the results show any significant differences between teachers who are beginners in using computers and the internet and teachers who are advanced. This could be because beginner users of computers and the internet have the same motivation as the advances users pertaining to teaching.Originality/valueThere must be an extensive training for teachers on how to use Web 2.0 tools to enhance their teaching. Infrastructure for the internet should be available so that teachers can use Web 2.0 without worrying about the technology infrastructure at their schools. More research studies should be conducted regarding the use of Web 2.0 by teachers and students alike. A qualitative and quantitative method of data collection should be used when investigating different aspects of Web 2.0. A comparison between K-12 teachers and higher education faculty members should be conducted pertaining to the use of Web 2.0 for education. A comparison study between pre-service and in-service teachers should be conducted to investigate Web 2.0 tools for educational and personal purposes.
43
Kotsira, Maria, Klimis Ntalianis, Vasiliki Kikili, Filotheos Ntalianis, and Nikolaos Mastorakis. "New Technologies in the Instruction of History in Primary Education." International Journal of Education and Information Technologies 15 (March 10, 2021): 21–27. http://dx.doi.org/10.46300/9109.2021.15.3.
Full textAbstract:
Nowadays, the exploitation of augmented reality in education is linked to a multitude of pedagogical subjects, including history, geography, natural sciences and arts. The extensive use of computers in the educational process in recent years, in addition to learners’ familiarity with the use of Internet and applications associated with its operation, have led to a search for creative methods, which will enhance interaction in the pedagogical approach. As a result, a digital learning environment has emerged in which trainees gain access to knowledge in an entertaining and interactive way by making use of innovations and gaining the ability to control their knowledge. The purpose of this paper is to feature the role of new technologies in the educational process by studying the use of augmented reality applications in teaching history. Designing such applications requires direct involvement of the teacher and, as established by the case study, the benefits are extremely important; students acquire a particular interest in the learning object and achieve higher performance, as compared to conventional forms of teaching.
44
Jochecová, Kateřina, Michal Černý, Zdeněk Stachoň, Hana Švedová, Natálie Káčová, Jiří Chmelík, Vojtěch Brůža, et al. "Geography Education in a Collaborative Virtual Environment: A Qualitative Study on Geography Teachers." ISPRS International Journal of Geo-Information 11, no. 3 (March 8, 2022): 180. http://dx.doi.org/10.3390/ijgi11030180.
Full textAbstract:
The presented study aspires to utilize the gradually validated immense potential of collaborative immersive virtual environments (CIVEs) in higher education when designing and conducting geography lessons. These particular lessons focused on hypsography. A Research through Design approach and relevant qualitative methodology were used as we engaged two groups of domain experts (experienced geography teachers) to validate both the learning scenarios and the virtual environment we used. The lessons were administered via eDIVE—a novel platform for collaborative learning and teaching in virtual reality of our own design. The teachers underwent a hypsography virtual lesson and were randomly divided into two groups to be compared, which differed in the level of structure given to the lesson (one group received detailed instructions on what task they were to solve, while the other was given a free hand in exploring the environment and activities it afforded). The teachers’ experiences were then summarized in a post-lesson reflection and a subsequent focus group following the tasks. The participants’ expertise allowed insights to be gained into their first-hand experience as students, as well as their expert view of the lesson from an educational point of view. Virtual reality’s implementation into teaching practice was the key topic of the discussion.
45
Seboka, Binyam Tariku, Tesfahun Melese Yilma, and Abraham Yeneneh Birhanu. "Awareness and readiness to use telemonitoring to support diabetes care among care providers at teaching hospitals in Ethiopia: an institution-based cross-sectional study." BMJ Open 11, no. 10 (October 2021): e050812. http://dx.doi.org/10.1136/bmjopen-2021-050812.
Full textAbstract:
ObjectivesThis survey aimed to assess the awareness and readiness of healthcare providers to use telemonitoring (TM) technologies for managing diabetes patients as well as to identify associated factors in Ethiopia.DesignAn institution-based cross-sectional quantitative survey was conducted by using a pretested self-administered questionnaire from February to March 2020. Data analysis used a binary logistic regression and partial proportional odds model for factor identification.ParticipantsRandomly selected 423 study physicians and nurses.SettingThis study was conducted at the University of Gondar and Tibebe Ghion specialised teaching referral hospitals.Outcome measuresAwareness and readiness towards TM in diabetes care.ResultOut of 406 healthcare providers (69.7%, n=283 nurses and 30.3%, n=123 physicians) who completed the survey, 345 (38.7%) heard about TM, when it came to readiness, 321 (25.1%) and 121 (65.5%) of respondents had average and low readiness towards TM, respectively. The result of regression analysis shows that awareness towards TM was higher among respondents who had access to a computer (adjusted OR (AOR): 2.8 (95% CI 1.1 to 7.1)), computer-related training (AOR: 4.6 (95% CI 1.63 to 12.95)) and those who had the experience of supporting patients through digital tools (AOR: 1.7 (95% CI 1.0 to 2.8)). Self-perceived innovators and those who had access to a computer, computer-related training and favourable attitude towards TM had significantly higher readiness to use TM.ConclusionThe findings of this survey revealed low awareness and readiness of participant’s towards TM. However, this study suggests the need of improving participant’s attitudes, access to smartphones and computers and technical skills to fill this gap.
46
NOSKO, M., O. PRONIKOV, and N. TERENTYEVA. "TEACHING TECHNOLOGIED AS PART OF TRAINING FOR FUTURE TEACHERS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 138–42. http://dx.doi.org/10.33989/2075-146x.2018.21.206176.
Full textAbstract:
The article analyzes teaching technologies as part of training for future teachers in higher educational establishments. In particular, it is noted that technology is a certain mechanism that should lead to the transformation of pedagogical reality and the entire system of higher education. Teaching technologies problems are a result of the recognition of pedagogical science separation from the practice by the university teachers. The term "teaching technology" should be used when there is a clear algorithmic sequence and guaranteed final result. Analysis of any teaching technology involves disclosing the relevant algorithm and explaining the criteria of the guaranteed result. The essence of teaching technology is to build a training system and develop a future teachers’ actions algorithm. The notion "teaching technology" is considered as a way of interaction between subjects of educational activities and part of future teachers’ training on the example of the course "Pedagogy", section "Theory of Education."The study notes that personally-oriented education involves a differentiated approach to learning, taking into account the level of intellectual development of the student, as well as his training on the subject, abilities and skills. The future teacher should become the central figure of the educational process, his cognitive activity should the centric one for educators-researchers, developers of educational programs and means of education, of administrative employees.The consistent implementation of the personally oriented approach to the future teacher in the educational process is analyzed. It presupposes the integrity of his personality. It is emphasized that domestic universities should create conditions for the development of an individual who possesses the specified qualities. The solution to this problem will contribute not only to the content of education, but also to the innovative teaching technologies. Today there is need not only in the intramural, but also distance education. Electronic media (radio, television, and computers) are used as major source of information. Global telecommunication networks of the Internet are also important to get information.It has been determined that teaching and cognitive activity should be core in the tandem between teacher and student. The traditional paradigm of education teacher-textbook-student should be replaced by a new one: student-textbook-teacher.
47
Mattes, Christian, Robert J. Nanney, and Mary Coussons-Read. "The Online University: Who are its Students and How are They Unique?" Journal of Educational Computing Research 28, no. 2 (March 2003): 89–102. http://dx.doi.org/10.2190/6whx-duwa-f1yp-thej.
Full textAbstract:
This study examined relationships between student personality and choice of traditional on-campus or online college classes. The personality profiles of online and on-campus students were determined using the Fifth Edition of the 16 Personality Factor (16PF) questionnaire. Students taking online classes scored higher than on-campus students on scales of abstract reasoning and apprehension, and lower on the scale for social boldness. Online students were also more comfortable with computers than on-campus students, and were more likely to be nontraditional students (26 and older). These data show that there are differences in personality, age, and computer experience between online and on-campus students and help to elucidate the characteristics of students selecting the online venue for college classes and/or curricula which are useful to instructors teaching on the Internet as well as companies working to architect these learning environments.
48
Absolor, Jocelyn L. "Services of the Ilocos Sur Polytechnic State College Graduate School: Basis for an Improvement Plan." Technium Social Sciences Journal 37 (November 9, 2022): 101–26. http://dx.doi.org/10.47577/tssj.v37i1.7487.
Full textAbstract:
The academic journey of the graduate students in every Higher Education Institution(HEI) can be fortified by allowing them experience quality services. This study assessed the students’ level of satisfaction on the services of the Graduate School of Ilocos Sur Polytechnic State College along professional services,school facilities,and learning environment. It further determined the profile of the respondents in terms of age,sex,civil status, position, employment status, number of years in teaching and type of school employed in.The profile was correlated to their level of satisfaction.The weaknesses of the services were identified as basis in the development of an Improvement Plan.The study is a descriptive research employing correlational and developmental methods.A sample size of 120 graduate students were selected randomly with a questionnaire as an instrument in obtaining data that were treated using frequency count and percentage,simple bi-variate correlation, and Cronbach Alpha. The profile revealed that the respondents are of varying background.The respondents are highly satisfied with the three identified services. Years of teaching is a determinant of satisfaction on professional services while position show significant effect on their satisfaction on school facilities and learning environment.The accessibility of books and computers in the library and dormitories were identified as areas that require improvement.
49
Biney, Isaac Kofi. "Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana." Journal of Adult and Continuing Education 26, no. 2 (July 26, 2019): 262–82. http://dx.doi.org/10.1177/1477971419864372.
Full textAbstract:
The advancement in information and communication technology and its application in teaching and learning tools have taken learning to a higher level. Innovations in information and communication technology and its deployment in teaching and learning aid adult learning through the distance education mode. Accra Learning Centre hosts the biggest student population pursuing degree programmes through the distance education mode in Ghana. Simple descriptive statistics were adopted to help build a case for using the qualitative data. A descriptive narrative design was employed for conducting the study which tilts towards the qualitative case study approach to investigate the meanings and experiences adult learners have had when using the Sakai Learning Management System platform. In-depth interviews and focus group discussions were used to collect data from 50 adult learners who participated in the study. Most (80%) of the learners indicated that they faced difficulties, including accessing computers, course materials online, weak link, poor network interface and connectivity, as well as power fluctuations when they started learning with the Sakai Learning Management System, which changed with time. The information and communication technology platform created greater access to self-learning. The study concludes that the information and communication technology laboratories should be refurbished – and equipped with new computer accessories – for an increased access to the Sakai Learning Management System.
50
Dolzhich, Elena, Svetlana Dmitrichenkova, and Mona Kamal Ibrahim. "Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 15 (August 11, 2021): 20. http://dx.doi.org/10.3991/ijim.v15i15.22895.
Full textAbstract:
<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data. The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>