Relevant bibliographies by topics / Telecommunication in higher education Victoria

Academic literature on the topic 'Telecommunication in higher education Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Telecommunication in higher education Victoria"

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Lvova, Olga Vladimirovna. "ICT-tools for internationalization of continuous education." RUDN Journal of Informatization in Education 16, no. 1 (December 15, 2019): 56–63. http://dx.doi.org/10.22363/2312-8631-2019-16-1-56-63.

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Problem and goal. Continuous education is a process of growth of educational (general and professional) potential of the individual throughout life via the use of the system of state and public institutions and in accordance with the needs of the individual and society. The need for continuous education arises due to the progress of science and technology, the widespread use of innovative technologies. Internationalization stands for the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of education. Information and telecommunication technologies nowadays are a significant part of modern learning and play an important role in continuous education that uses different ICT-tools for its purposes but depending on the interpretation continuing education concept has its own specifics. Accordingly, various procedures for the use of information and telecommunication technologies are in demand. To make the application of ICT-tools for continuous education relevant to the specialized goals one should clearly understand the correlation among aims of continuous learning and ICT-tools. Methodology. Various procedures for the use of information and telecommunication technologies that are in demand for purposes of internationalization of continuous education are considered. A brief review of scope of ICT-tools and their potential and relevance to the specific aims of internationalization of continuous learning is given. Results. Internationalization of education and development of continuous education are nowadays very important processes all around the world. There are some main trends in application of ICT-tools/ technologies in internationalization of higher education currently being developed and widely used. Mostly all of ICT-tools/technologies can be used in continuous education to solve problems similar to higher education. Meanwhile new ICT-tools/technologies - virtual mobility, distant academic mobility and electronic internationalization - have great potential to be applied for internationalization under specific conditions of continuous education. Conclusion. It is demonstrated that information and telecommunication technologies supply internationalization of continuous education with not only well known ICT-tools/technologies but also new ones with powerful potential.
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María Cubillo-Pinilla, José, Joaquin Sánchez-Herrera, and Waldo S. Pérez-Aguir. "The influence of aspirations on higher education choice: a telecommunication engineering perspective." European Journal of Engineering Education 31, no. 4 (August 2006): 459–69. http://dx.doi.org/10.1080/03043790600676570.

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Yavich, Roman, and Alexandra Gerkerova. "Distance Communication of the Lecturer and Students in the Higher Education." International Journal of Higher Education 8, no. 2 (April 17, 2019): 82. http://dx.doi.org/10.5430/ijhe.v8n2p82.

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The article suggests an information-pedagogical model of a teacher-student interaction via telecommunication means. The necessity of information technologies implementation into the educational process is determined by the changing role of the teacher in today’s education. The suggested model may help to develop the theoretical grounds for comprehensive management of students’ educational activity distantly, the model may be also used for the work with the students who take full-time course.
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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.

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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.
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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.

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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.
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Poyasok, Tamara. "METHOD OF TELECOMMUNICATION PROJECTS AS ONE OF THE MODERN METHODS OF EDUCATION IN HIGHER EDUCATION INSTITUTIONS." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 46, no. 2 (2021): 10–19. http://dx.doi.org/10.31376/2410-0897-2021-2-46-10-19.

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Захаров and A. Zakharov. "Information Communications in the Higher School Educational Space." Management of the Personnel and Intellectual Resources in Russia 3, no. 4 (August 15, 2014): 26–29. http://dx.doi.org/10.12737/5419.

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Within the Federal Target Programme on the Development of Education in Russia strategic projects on introduction of new models for managing education and arranging educational process are being implemented in all higher educational institutions of this country. This transformation is going on in the context of large-scale use of information and telecommunication technologies, which are aimed to ensure the individual approach to education on the basis of merging educational process with technologies and also to reduce costs for the shift towards innovation development of higher educational institutions. The significant role of self-guided work, stipulated within the third generation educational standards, emphasizes top priority issues both on effective arrangement and control of students’ learning outcomes and on helping to reduce teachers’ efforts for functions to deliver knowledge to learners.
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Sorokina, G. P., T. A. Pershina, and E. A. Dolgikh. "Implementation of digital competencies in higher education educational programs in Russia." Vestnik Universiteta, no. 5 (June 30, 2022): 61–70. http://dx.doi.org/10.26425/1816-4277-2022-5-61-70.

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In the context of digitalisation, the transformation of the educational process is inevitable and is a priority issue for any country that wants to maintain or improve its position on the world stage. The article presents a comparative analysis of digital competencies and the possibility of their implementation in the higher education system in Russia. The comparison of the formulated competencies in the methodology approved by the Order of the Ministry of Economic Development of the Russian Federation No. 41 dated January 24, 2020, as well as the International Telecommunication Union and other European organisations is considered. The descriptors (knowledge, skills and abilities) of graduates in various fields who, in the era of digitalisation, must have the necessary digital competencies are identified. Today, professional standards, even in the humanities, define the requirements for technical and computer skills. The article proposes formulations of universal competencies in the higher education system based on the analysis.
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Gill, Robert Joseph. "Building employability skills for higher education students: An Australian example." Journal of Teaching and Learning for Graduate Employability 9, no. 1 (August 21, 2018): 84–92. http://dx.doi.org/10.21153/jtlge2018vol9no1art739.

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Employability has become an important focus for graduates and employers in Australia, as many universities contend with the notion of developing knowledgeable and problem-solving graduates who are workforce ready practitioners. This paper presents an example of how the higher education communication disciplines from across Victoria, Australia, have developed a forum that allows graduating students to engage directly with industry leaders to better prepare for the leap from higher education to professional employment in the communication and media sectors. This national award-winning education forum brings multi-institutional student groups, recent graduates, academics, and industry practitioners and leaders together in order to aid the development of student skills in areas such as: networking, job application, time management, and effective work habits.
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Martín Marchante, Beatriz, and Enrique Cerezo Herrero. "The Academic Poster as a Resource to Enhance Cross-Curricular Competences in Higher Education." Revista Digital de Investigación en Docencia Universitaria 16, no. 2 (July 13, 2022): e1590. http://dx.doi.org/10.19083/ridu.2022.1590.

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The objective of this study is to analyse the effectiveness of the academic poster as a pedagogical resource for the promotion of cross-curricular competences in engineering students. This study has been carried out with the participation of 402 students enrolled in different courses at the School of Design Engineering and the School of Telecommunication Engineering during the 2020-21 academic year. The results are drawn from pre-project and post-project questionnaires exploring the learner’s expectations and overall satisfaction upon completion. The authors also discuss project alignment with a number of cross-curricular competences. Although the degree of satisfaction in general has been slightly lower than the participants’ expectations, it should be noted that a high percentage of them value very positively the usefulness of the academic poster in acquiring cross-curricular competences.
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Dissertations / Theses on the topic "Telecommunication in higher education Victoria"

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Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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Sulaiman, Ahmad A. "A descriptive pilot study of electronic dialogue in higher education based on dialectical constructivism perspectives /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072606.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 200-213). Also available for download via the World Wide Web; free to University of Oregon users.
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Altowjry, Abdullah. "Reforming higher education in Saudi Arabia : the use of telecommunications technology /." Online version of thesis, 2005. http://hdl.handle.net/1850/926.

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Patterson, Norma J. H. "Interaction in face-to-face and asynchronous groupware experiences a collective case study /." [Lincoln, Neb. : University of Nebraska-Lincoln], 2002. http://www.unl.edu/libr/tech/dissertations/PattersonDis.pdf.

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Thesis (Ph. D.)--University of Nebraska--Lincoln, 2002.
Title from title screen. PDF text: [2] leaves abstract; viii, 181 leaves dissertation : ill. Sites viewed on Aug. 30, 2002. Includes bibliographical references (leaves 159-163 of dissertation).
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Wilkinson, Thomas Walter. "The perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-10032007-171515/.

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Anderson, Lorraine P. "Interactive televised instruction factors that influence student evaluations of business courses /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1273.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 178 p. Vita. Includes abstract. Includes bibliographical references (p. 156-165).
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Abdullah, Zaleha. "Collision of two communities : developing higher education student teachers' creativity in design through a social networking collaboration with professional designers." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12238/.

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This study examines the activity of an online community in developing design creativity. This involved undergraduate Malaysian university students and their tutor from the School of Education, and professional designers in a private online community using the social network site - Facebook - to improve interface design (websites or interactive courseware). Two research processes adapted from different communities - the creative industries and the higher education communities - were applied in the collaboration. Each community embraces distinctive methods, objectives, instruments, rules and roles in producing design. Contradictions and tensions resulting from incorporating these two communities were analysed. In addition, the effect of social interactions on students’ performance, awareness, and perspectives were also investigated. A qualitative approach was utilized and data consisted of online semi-structured questionnaires, face-to-face interviews, field documentation on Facebook, and Facebook chat. The process of analysis is divided into two parts: initial analysis and substantive analysis of four case studies. Thematic (Braun and Clarke, 2006) and comprehensive data treatment (Silverman, 2010) approaches were used to analyse the initial data. Activity systems analysis (Engeström, 1999) was employed in the substantive analysis to explore the contradictions within the collaboration. The results indicate that contradictions occurred due to the new practice introduced by the community of practitioners (the designers). The collision of new practice positioned students in a disequilibrium stage but managed to also improve students’ design outcomes and promote awareness of the importance of producing purposeful design. However it also revealed the importance of both cognitive and emotional support during the process as the harsh nature of the feedback from designers could potentially hinder creativity. The findings of this study contribute to our understanding that the social-cultural process of creativity can be nurtured within higher education through the use of social network sites such as Facebook. It concludes that more research exploring online social interactions between a learning community and a community of practitioners is required in order to better understand the benefits it has to offer for creativity development.
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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Thomas, Matthew J. W. "Virtual learning environments : the impact of information and communication technologies on a sustainable higher education /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09pht459.pdf.

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Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.

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This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed. This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development. The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace. There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
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Books on the topic "Telecommunication in higher education Victoria"

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Rhode Island Board of Governors for Higher Education. External Committee on Telecommunications and Higher Education. Telecommunications in Rhode Island public higher education: A report from the External Committee on Telecommunications and Higher Education to the Rhode Island Board of Governors for Higher Education. [Providence, R.I.]: Rhode Island Office of Higher Education, Program and Planning, 1995.

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Manning, Sherry. Telecommunications and higher education: Leadership perspectives. Charleston, W. Va: ECCI Press, 1995.

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International Conference on Social and Technological Change (1984 University of Victoria, B.C.). The university into the 21st century: An international conference on social and technological change, May 2 to 5, l984, University of Victoria, Victoria, British Columbia, Canada. Victoria, B.C: University of Victoria, 1985.

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Duning, Becky S. Reaching learners throughtelecommunications: Management and leadership strategies for higher education. San Francisco: Jossey-Bass, 1993.

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Robertson, Frances. The impact of the higher education contribution scheme (HECS) on participation in higher education in Victoria in 1989. Bedford Park, S. Aust: National Institute of Labour Studies Inc., 1990.

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Seth, Preston David, ed. Virtual learning and higher education. Amsterdam: Rodopi, 2004.

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Texas Higher Education Coordinating Board. Instructional telecommunications in Texas higher education: A progress report to the 74th Legislature in response to SCR 66 of the 73rd Legislature. Austin, Tex: The Board, 1995.

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The survey of distance learning programs in higher education. 2nd ed. New York: Primary Research Group, 2014.

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Understanding virtual universities. Bristol, UK: Intellect, 2001.

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Michalecki, Ruth A. Student telecommunications services. New York: Telecom Library, Inc., 1992.

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Book chapters on the topic "Telecommunication in higher education Victoria"

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Jammoul, Samih M., Vladimir V. Syuzev, and Ark M. Andreev. "Open Source Software Usage in Education and Research." In Advances in Higher Education and Professional Development, 331–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch028.

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Information technology and telecommunication is considered a new and quickly evolving branch of science. New technologies and services in IT and telecommunications impose successive changes and updates on related engineering majors, especially in practical qualification that includes using software facilities. This chapter aims to join the efforts to spread the use of open source software in academic education. The chapter consists of two main sections. The first presents the trend of using open source software in higher education and discusses pros and cons of using open source software in engineering education. The second section presents network traffic analysis as an example of recent effective research topics and provides a set of open source tools to perform the research's practical steps. The research example with the suggested tools is valid as practical lab work for telecommunication and IT-related majors.
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Delello, Julie A., and Kouider Mokhtari. "Student and Faculty Perceptions of Social Media Use and Relationships Inside and Outside the Higher Education Classroom." In Advances in Wireless Technologies and Telecommunication, 23–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3355-0.ch002.

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This study examined student and faculty perceptions of social media use inside and outside the classroom. Three hundred and ninety-six students and fifty faculty members at a regional university campus in the south central United States voluntarily completed an online survey soliciting quantitative and qualitative data about their perceptions of social media use. Results revealed important findings highlighting similarities, differences, and insights among student and faculty perceptions of social media use in the classroom, their views about whether social media use constitutes a distraction, and how each group views social media relationships in and out of the classroom. These findings are quite consistent with prior and emerging research about social media use and have implications for how institutions of higher education can explore meaningful ways of incorporating social media in the classroom with the goal of strengthening teaching and learning.
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Willems, Julie, Cathy Haigh, Marianne Tare, Margaret Simmons, David Reser, Adelle McArdle, and Shane Bullock. "Toward Sustainable Teaching: Staff Perceptions of the Delivery of a Rural Medical Program during the COVID-19 Pandemic." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109417.

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What can be learned through teaching and learning in crises, such as bushfires, floods, and the global COVID-19 disruption? How can insights gained be applied to prepare for inevitable future disruption to normal operation, especially in regions identified to be prone to natural hazards? In 2021, focus groups and individual interviews were conducted with academics, clinical tutors, and professional staff members to explore staff perceptions in a regional medical school in eastern Victoria, Australia, about their experiences of teaching and learning during the COVID-19 pandemic. Strategies are suggested to sustain teaching in times of crisis or natural disaster to future-proof against inevitable change including protocols, policy, staff checklists, and staff continuing professional development.
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Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education, 278–94. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch017.

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This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
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You, Kok Yeow. "Formative Assessment and Classroom Activities of New Era Microwave Engineering Curriculum." In Optimizing Higher Education Learning Through Activities and Assessments, 254–89. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4036-7.ch013.

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Microwave engineering (ME) is a technology-based course. The aim of this course is to train future professional engineers to gain practical skills, such as RF-integrated circuits design and analysis, as well as microwave instrument operation. Therefore, the curriculum for this course needs to revise and meet the needs of the future so that future graduated engineers in the telecommunication field can find the job easier and have the professional skills required by the employer. This chapter proposes and presents some simple practical assignments for undergraduates to complete their assessment in the ME course. At the same time, the gap between the university's curriculum and the current development of microwave technology in the industrial sector can be reduced through such practical assignments.
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Willetts, David. "How: EdTech." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0021.

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I have attended the launch of an education programme. It was blasted into orbit. I was in French Guyana for the launch of an Ariane rocket carrying a telecommunications satellite which would deliver broadband access to educational services for parts of Africa not reached by fibre or mobile phone masts. Many education programmes and teaching materials are available on-line but schools and colleges in parts of Ethiopia or Kenya or Rwanda do not have the broadband connections to access them. A small and affordable satellite dish at a local school or college opens up higher education to them. For centuries our picture of education has been very different. A wonderful image in a medieval illuminated manuscript shows a professor lecturing a class. It is a scene we recognize today: students at the front who are keen and attentive and others at the back who aren’t. The place is Bologna and the lecturer is Henry of Germany so the university is international. Some of the most profound features of university life are not very different from what those students experienced centuries ago, even whilst at the same time a student may be learning about the latest intellectual advances. This mix of ancient and modern is part of the particular appeal of the university—graduates dressed up in medieval robes and perhaps with some Latin thrown in are awarded doctorates for research out at the frontiers of knowledge. We are now at the moment when the technological revolution which has changed so much else in our lives is going to transform education. It won’t be the first time innovation has had this effect—the Victorian Penny Post made the correspondence course and the University of London external degree possible. There are sceptics who doubt the balance of ancient and modern is about to change radically. They argue that even whilst technology has changed the classic forms of academic study—the lecture, the printed book, the essay—are going to continue to be impervious to innovation because they meet deep human needs. Moreover there have been bold claims for the impact of technology on education which now sound pretty silly.
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Imtinan, Umera, Vanessa Chang, and Tomayess Issa. "Envisioning Mobile Learning as the Future of Teaching and Learning via Technology." In Multicultural Awareness and Technology in Higher Education, 324–41. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5876-9.ch016.

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Technology has played a key role in reshaping the way education is being delivered in university environments. Mobile technologies are one of the latest technologies to enter the higher education arenas around the world, offering great potential for teaching and learning. Students and teachers have been using mobile devices for formal and informal collaboration, communication, and connectivity within learning environments for a couple of decades without recognizing it as mobile learning. Mobile learning needs to be researched and theorized in order to be included in formal educational Information and Communication Technologies and its full potential harnessed for the future generations. A number of mobile learning researchers borrowed traditional learning models as theoretical foundations for mobile learning research. However, theories from a diverse range of subject areas such as Education, Information Systems, Human-Computer Interaction, and Telecommunication Engineering have also been used as the basis for mobile learning projects around the world. This incorporation of a diversity of disciplines and subjects has made mobile learning a multidisciplinary research field. This chapter aims to review the current mobile learning theories, models, and frameworks with the lens of mobile learning characteristics and challenges pointed out by prominent mobile learning researchers across the world in order to present the case of mobile learning as the future of teaching and learning.
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Kaplan, Mitchell Alan. "Using Digital Technology to Enhance Medical Education and Improve the Quality of Patient Care in a Changing Global Healthcare System." In Advances in Wireless Technologies and Telecommunication, 20–37. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6620-9.ch002.

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The use of digital technology as an effective method of educating the emerging generation of physicians and improving the quality of services that patients receive has become an expanding trend in recent decades. The application of alternative methods of instruction in higher education, such as online degree courses, learning apps on smartphones, and computer-generated virtual reality models that simulate actual clinical situations, combined with frequent use of digital assessment tools, have made diagnosis and treatment of medical conditions online more precise and less time-consuming. These technological breakthroughs have redefined the roles of providers and patients across the spectrum of care. This chapter will present a comprehensive analysis of the beneficial impact that digital technology is having on medical education and the delivery of healthcare services to patients. It will examine how incorporating technological advances such as telemedicine is changing the dynamic of patient care and transforming healthcare systems globally.
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Jammoul, Samih M., Vladimir V. Syuzev, and Ark M. Andreev. "Open Source Software Usage in Education and Research." In Research Anthology on Usage and Development of Open Source Software, 273–88. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9158-1.ch015.

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Information technology and telecommunication is considered a new and quickly evolving branch of science. New technologies and services in IT and telecommunications impose successive changes and updates on related engineering majors, especially in practical qualification that includes using software facilities. This chapter aims to join the efforts to spread the use of open source software in academic education. The chapter consists of two main sections. The first presents the trend of using open source software in higher education and discusses pros and cons of using open source software in engineering education. The second section presents network traffic analysis as an example of recent effective research topics and provides a set of open source tools to perform the research's practical steps. The research example with the suggested tools is valid as practical lab work for telecommunication and IT-related majors.
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Sart, Gamze. "Assessment of University Students' Industry 4.0 Conceptual Awareness Levels." In Advances in Wireless Technologies and Telecommunication, 209–19. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6620-9.ch014.

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The results of the intensive digital transformation in the world are manifest in all industries. Developments within the scope of Industry 4.0 in educational organizations change the structure and functioning of educational institutions on the one hand, while affecting and changing student competencies on the other. The aim of this study is to evaluate the Industry 4.0 conceptual awareness levels of 890 students from the Faculty of Engineering, Faculty of Economics, and Faculty of Education Sciences at Istanbul University-Cerrahpaşa in terms of gender, grade level, and faculty. As a result of the analysis, it was seen that there was a statistically significant difference in terms of gender, faculty, and grade level. It was determined that male students, engineering faculty students, and fourth year students had higher conceptual awareness of Industry 4.0.
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Conference papers on the topic "Telecommunication in higher education Victoria"

1

Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.

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Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.
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Shtelmakh, G. "Modernization of Higher Education: Problems and Decisions." In 2006 16th International Crimean Microwave and Telecommunication Technology. IEEE, 2006. http://dx.doi.org/10.1109/crmico.2006.256306.

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Barski, T., and A. A. Slobodyanyuk. "Boloniya declaration and quality of higher education." In 2005 15th International Crimean Conference Microwave and Telecommunication Technology. IEEE, 2005. http://dx.doi.org/10.1109/crmico.2005.1564826.

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Kononov, Dmitry, Valery Muromtsev, and Anna Muromtseva. "Telecommunication Distance Education Systems: New Perspectives." In 2022 2nd International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2022. http://dx.doi.org/10.1109/tele55498.2022.9801069.

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Pervuhina, E. L., A. A. Slobodyanyuk, and R. B. Lysenko. "On perfection of higher technical education. Didactic aspect." In 2005 15th International Crimean Conference Microwave and Telecommunication Technology. IEEE, 2005. http://dx.doi.org/10.1109/crmico.2005.1564828.

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Barski, T. "The Assurance of Quality of Education in Context the Higher Education Reforming Process (Bologna Process)." In 2006 16th International Crimean Microwave and Telecommunication Technology. IEEE, 2006. http://dx.doi.org/10.1109/crmico.2006.256486.

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Kalizhanova, Anna, Bayan Ibrayeva, and Margarita Ishmuratova. "Participation in International Telecommunication Projects for Intercultural Communication and Creating an English Authentic Environment Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7902.

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This article describes the experience of participation in one international telecommunication project My City and Me, conducted by the U.S. International Education and Resource Network (iEARN) that united 26,000 teachers, around 2,000,000 students from 140 countries for working on 3,000 projects in 30 different languages. The Project resulted in fostering ESL learner’ awareness of intercultural communication. Moreover, the Project participants learned how to choose the right technologies and software and create an authentic English environment.
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Utlik, A. V., E. S. Shtogrina, and N. A. Alexeyev. "Workflows automatization of scientific-pedagogical activities in higher education institutions." In 2010 20th International Crimean Conference "Microwave & Telecommunication Technology" (CriMiCo 2010). IEEE, 2010. http://dx.doi.org/10.1109/crmico.2010.5632486.

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Hristov, Georgi, Plamen Zahariev, and Diyana Kyuchukova. "Challenges and solutions for real-time remote console access to telecommunication equipment." In 2014 Information Technology Based Higher Education and Training (ITHET). IEEE, 2014. http://dx.doi.org/10.1109/ithet.2014.7155671.

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