Literatura académica sobre el tema "Education, Higher – Effect of technological innovations on – Malaysia"
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Artículos de revistas sobre el tema "Education, Higher – Effect of technological innovations on – Malaysia"
Frost, Taggart F. y Bruce G. Rogers. "Attitudes toward Technology and Religion among Collegiate Undergraduates". Psychological Reports 56, n.º 3 (junio de 1985): 943–46. http://dx.doi.org/10.2466/pr0.1985.56.3.943.
Texto completoKarunanayaka, DP Christabel, Lawrence Arokiasamy y Ridzuan Masri. "The effect of perceived value-in-use in advocacy behavior of private higher education institutions in Malaysia: A conceptual paper". SHS Web of Conferences 56 (2018): 02001. http://dx.doi.org/10.1051/shsconf/20185602001.
Texto completoShantini, S. Abeena y V. Suriya. "An empirical study on the effect of technological innovations in improving quality of higher education and forecasting the skilled manpower needs". ACADEMICIA: An International Multidisciplinary Research Journal 8, n.º 2 (2018): 84. http://dx.doi.org/10.5958/2249-7137.2018.00013.7.
Texto completoRahardja, Untung, Ninda Lutfiani y Hega Lutfilah Juniar. "Scientific Publication Management Transformation In Disruption Era". Aptisi Transactions on Management (ATM) 3, n.º 2 (26 de julio de 2019): 109–18. http://dx.doi.org/10.33050/atm.v3i2.1008.
Texto completoEt. al., Ramesh Kumar Satuluri,. "Digital Transformation In Indian Insurance Industry". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, n.º 4 (11 de abril de 2021): 310–24. http://dx.doi.org/10.17762/turcomat.v12i4.509.
Texto completoButova, E. O. "Scientific and Innovative Aspects of Regional Economic Development". Economics and Management, n.º 2 (11 de abril de 2020): 146–56. http://dx.doi.org/10.35854/1998-1627-2020-2-146-156.
Texto completoSakarji, Siti Rosnita, Khalijah Mohd Nor, Masliza Mohd. Razali, Nashrah Talib, Nurbarirah Ahmad y Wan Aisyah Amni Wan Mohamad Saferdin. "INVESTIGATING STUDENTS ACCEPTANCE OF ELEARNING USING TECHNOLOGY ACCEPTANCE MODEL AMONG DIPLOMA IN OFFICE MANAGEMENT AND TECHNOLOGY STUDENTS AT UITM MELAKA". Journal of Information System and Technology Management, 9 de julio de 2019, 13–26. http://dx.doi.org/10.35631/jistm.413002.
Texto completoStolbova, Irina y Konstantin Nosov. "About Innovation Practice Within Geometric-Graphic Training". Proceedings of the 30th International Conference on Computer Graphics and Machine Vision (GraphiCon 2020). Part 2, 17 de diciembre de 2020, short33–1—short33–8. http://dx.doi.org/10.51130/graphicon-2020-2-4-33.
Texto completoManohar, Sridhar, Amit Mittal y Urvashi Tandon. "HEd-INNOSERV: perceived service innovation scale for the higher education sector". Benchmarking: An International Journal ahead-of-print, ahead-of-print (3 de diciembre de 2020). http://dx.doi.org/10.1108/bij-08-2020-0415.
Texto completoTesis sobre el tema "Education, Higher – Effect of technological innovations on – Malaysia"
Abdul, Samad Adlina. "An e-discourse framework for the qualitative analysis of inquiry-based web forums". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0147.
Texto completoAheto, Simon-Peter Kafui. "Patterns of the use of technology by students in higher education". Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2541.
Texto completoRationale: Unavoidably, the 21st century is witnessing continuous discourse about students’ technology uses in higher education. This thesis explores the underpinnings of students’ technology usage in their rhizomatic (personal) learning networks in the higher educational environment through a lens of four sub-research questions and four research hypotheses. Methodology: This research adopted a cross-sectional narrative and numeric study using the Frameworks for an Integrated Methodology (FraIM). The study was conducted in four universities comprising two universities in Ghana, one in South Africa and another in Belgium. Participants and respondents included students and lecturers. Data collection methods comprise focus group interviews, individual interviews, surveys (paper and web-based) and rhizomatic maps. The philosophical underpinning was inclined towards the critical realists’ stance and hinged to Rhizome Theory and Actor Network Theory. Data were analysed through descriptive and multivariate analyses and learning analytics employing tools in social network analysis. Results were presented graphically via Rhizomatic Learning Network maps, charts, tables and narratives. Findings: Students’ personal learning networks exhibit traces of rhizomatic patterns which are related through human and non-human actors. Seven categories of actors – comprising 218 individual actors – were found in students’ Rhizomatic Learning Networks. Out of 19 traceable digital devices used by students, this research established differences among the institutions in the four most widely used digital devices: Laptop, Smartphone, Tablet or iPad, and E-Reader pro rata. Students owned, in this sequence, smartphones, laptops, tablets or iPads and e-readers. This research also found statistically significant differences among all four institutions in terms of students’ self-perceived importance of handheld mobile devices towards academic success, university wireless network experiences and satisfaction of Learning Management Systems in the universities. However, results indicated that students are not likely to skip classes when materials from course lectures are available online, implying an inclination towards a blended approach to learning despite a technologically-rich environment. Implications and Value: With an underlying effect on curriculum design and implementation, this thesis, supporting rhizomatic approaches to learning, has tremendous potential to improve personal learning networks in higher education. It further contributes an understanding of emerging patterns in the personal learning networks of higher education students within a technology-rich environment. Again, integration of the two theories – FraIM, analytical tools and style of presentation – in understanding the problem through the lens of a critical realist is novel. Key Recommendations: Further rhizoanalysis research into the detailed roles performed by individual technological actors in students’ personal learning networks in the higher educational environment is required. Additionally, clear policies exhibiting willingness and enforcement strategies to integrate technology in all facets relating to learning should guide curriculum development within the universities.
Lu, Jie y 卢洁. "Using social networking environments to support learning engagement inhigher education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329435.
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Ma, Wai-kit Will y 馬偉傑. "Understanding online knowledge sharing: an interpersonal relationship perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43949988.
Texto completoHarpur, Patricia-Ann. "A framework for ad hoc mobile technology-enhanced learning in a higher education context". Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2742.
Texto completoAlthough the use of mobile technology features prominently in all walks of life, learning and teaching supported by its ad hoc use in higher education contexts is an under-researched topic. Moreover, elements constituting best practices for quality improvement and aimed at informing decision-making stakeholders, are spread across disparate frameworks, reported in literature. The study aimed to meet the following objectives: • O1: To identify the elements that inform strategic decisions for ad hoc mobile technology-enhanced learning. • O2: To inform the structure of the framework, defined by its constituent components. These objectives were associated with two main research questions, addressed via five secondary research questions that guided the exploration of elements associated with the ad hoc use of mobile technology-enhanced learning in a specific higher education environment. The study consequently proposed a consolidated and synthesised set of theoretically based and empirically determined elements, leading to a framework of interrelated guidelines. A moderate constructionist approach adapted from Järvensivu and Törnroos (2010) underpins the dual-purpose research design. At first, a systematic literature review explored existing frameworks applicable to e-learning, m-learning, technology-enhanced learning and blended-learning modalities. The review was subsequently expanded to include additional sources that addressed diverse aspects of mobile technology-enhanced learning. I undertook an extensive qualitative data analysis of the 55 articles resulting from the systematic literature review. Analysis techniques incorporated open, axial and selective coding, memoing, thematic analysis and the construction of network maps using ATLAS.ti V8.0, a CAQDAS tool. Outcomes of the analysis established an initial set of theoretically grounded elements, comprising a hierarchy of 11 constructs, five categories, 16 sub-categories and 60 items. Network maps demonstrated the interlinking of elements for each of the five categories titled: A. Enablement, B. Environment, C. Interactivity, D. Dynamics and E. Mobility. A final network map consolidated these individual maps, presenting the foundations for a framework for the ad hoc use of mobile technology-enhanced learning in higher education contexts. The theoretically based elements established foundations for the empirical portion of the study – a single exploratory case study defined by an architectural technology domain. The case study supported the inclusion of multiple perspectives and complex, natural contexts where mobile technology usage by stakeholders was the focus of the study. Empirical data was collected during six studies from purposively selected faculty respondents. Qualitative data analysis of collected data yielded additional empirically determined elements namely: eight constructs, eight sub-categories and 35 items. These empirically determined elements augmented findings of the systematic literature review. Additional categories did not emerge; however support for theoretically based elements was demonstrated via network maps.
Xakaza-Kumalo, Sheila. "Pedagogical issues arising from the introduction of educational technology at two South African universities of technology : a comparative study". Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2644.
Texto completoEducational technology can improve teaching and learning in universities of technology in developing countries. Due to various factors, there is no readymade “one-size-fits-all” solution for facilitating the successful implementation of educational technology. Tedre, Apiola and Cronjé (2011) identified 100 educational, socioeconomic and technical attributes that can influence the successful integration of educational technology in developing regions. While exploring the issues arising from technology integration at two universities of technology, the aim of this research was to evaluate the effectiveness of Tedre, Apiola and Cronjé’s framework in order to contribute to its refinement. The central research question concerned the extent to which Tedre, Apiola and Cronjé’s framework was useful for a situational analysis at two South African universities of technology. The sub-questions concerned the framework’s ability to distinguish between the two universities on the one hand and on the other hand, the overlaps or shortcomings of the model as it assisted in describing those situations. The findings revealed that the two universities in this inquiry are not similar. Although the universities’ educational strategies and policies were very analogous, differences were found in the manner and approach to the implementation of educational technology. The pedagogical considerations for e-learning uptake in both universities corroborated with each other to a certain extent. The findings further showed that most of the educational factors that affect technology integration, and subsequent educational technology adoption, resonate with pedagogical issues found in other developing countries.
Cox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology". Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.
Texto completoThis study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.
Reams, Guy Mitchell. "Integrating distance learning technologies with information technology curricula: A solution for economic and workforce development at Mt. San Jacinto College". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2264.
Texto completoVan, Wyk Byron Jay. "E-trust: a building block for developing valuable online platforms in Higher Education". Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1852.
Texto completoThe aim of this research project was to provide an answer to the question: “How can an understanding of online trust be used to build valuable online applications in Higher Education?” In order to present an answer to this question, a literature survey was conducted to establish: • An understanding of the phenomenon of online trust • What the factors are that influence a loss of trust in the online environment The literature survey highlighted several factors that influence a loss of trust in the online environment, called trust cues. These factors, however, were often tested within the E-commerce environment, and not in organization-specific contexts, such as online platforms in use in Higher Education. In order to determine whether or not these factors would influence the development of trust in context-specific environments, the author of this research grouped the indentified trust factors into three focus areas, i.e. content, ease of use, and navigation. These factors were then incorporated into a series of nine different prototypes. These prototypes were different versions of a particular online platform currently in use at the Cape Peninsula University of Technology (CPUT). The prototypes were tested over a three week period, with certain staff members at the institution in question recruited as test participants. During each week of user observations, a different focus area was targeted, in order to establish the impact that it would have on the perceived trustworthiness of the platform in question. User observations were conducted while test participants completed a standard process using the various prototypes. Semi-structured interviews were also conducted while participants completed the specific process. Participants were asked to evaluate each screen in the process according to its perceived trust worthiness, by assigning a trust level score. At the completion of the three rounds of user observations, in-depth interviews were conducted with test participants. The participants’ trust level scores for each prototype were captured and graphed. A detailed description for the score given for a particular screen was presented on each graph. These scores were combined to provide an analysis of the focus area tested during the specific round. After the three rounds of user observations were completed, an analysis of all the trust factors tested were done. Data captured during interviews were transcribed, combined with feedback received from questionnaires, and analysed. An interpretation of the results showed that not all trust factors had a similar influence in the development of trust in the online platform under investigation. Trust cues such as content organization, clear instructions and useful content were by far the most significant trust factors, while others such as good visual design elements, professional images of products, and freedom from grammatical and typographical errors had little or no impact in the overall trustworthiness of the platform under investigation. From the analysis done it was clear that the development of trust in organization-specific contexts is significantly different than developing trust in an E-commerce environment and that factors that influence the development of trust in one context might not always be significant in another. In conclusion, it is recommended that when software applications are developed in organization-specific contexts, such as Higher Education, that trust factors such as good content organization, clear instructions and useful content be considered as the most salient. Organization-specific contexts differ quite significantly in that the users of these systems often convey a certain degree of trust toward the online platforms that they work with on a daily basis. Trust factors that are geared toward developing an initial or basic trust in a particular platform, which is often the case with first time users engaging in an E-commerce platform, would therefore not be as significant in the development of a more developed level of trust, which is what is needed within the development of organization-specific online platforms.
Kolbe, Junior Armando. "A mediação pedagógica em ambientes enriquecidos com a tecnologia em um curso a distância de pedagogia". Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2743.
Texto completoHuman societies are distinguished by their ability to change the environment in which they are inserted. Constant findings and innovations have marked the history of humankind in its interaction with nature and the social environment. The continuous evolution of Information and Communication Technologies (ICTs) is increasingly evident and has been a constant, fostering changes in all segments of society and, consequently, in schools. In distance learning (DL), ICTs play a fundamental role as pedagogical resources in the teaching/learning process and in the daily practice of teachers and students. This situation, however, also brings challenges to institutions, teachers and students, thus creating more and more needs and expectations, as new ways of teaching and learning emerge in this scenario. Both the college professor and the future education professional need to master and appropriate resources to innovate their pedagogical practice, as the use of ICTs and Technology-Enhanced Learning Environments (TELE) in education requires more than technical skill. Therefore, it is essential that we study what are some of the recommendations for using these technologies and integrating them into the teachers’ daily pedagogical practice. The objective of this study was to analyze how professors of an undergraduate program in education in DL modality from a particular institution integrate ICTs into the training of future education professionals. This research is qualitative and interpretive in nature. Semi-structured individual interviews were the methodology chosen for data collection. Interviewees were sampled following the snowball strategy, and the final sample consisted of 13 professors (out of a total 36) from an undergraduate program in education in DL modality. The main results observed from the study were: how the actions of college professors have given greater value to scientific knowledge; the importance of knowing how to integrate ICTs regarding the adequacy of the pedagogical procedures developed by professors in their professional practices; the skill to use ICTs in a way that does not focus solely on traditional teaching methodologies; the importance of using ICTs for teacher training; and the need for continued training so that teachers are able to provide innovative pedagogical experiences.
Libros sobre el tema "Education, Higher – Effect of technological innovations on – Malaysia"
Digital diploma mills: The automation of higher education. New York: Monthly Review Press, 2001.
Buscar texto completoF, Noble David. Digital diploma mills: The automation of higher education. Toronto: Between the Lines, 2002.
Buscar texto completoMcNeil, Donald R. Wiring the ivory tower: A round table on technology in higher education. Washington, D.C: Academy for Educational Development, 1990.
Buscar texto completoLoiodice, Isabella. Università, qualità didattica e lifelong learning: Scenari digitali per il mutamento. Roma: Carocci, 2011.
Buscar texto completoJohnston, Jerome. The electronic classroom in higher education: A case for change. Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, 1989.
Buscar texto completoXin ji shu ge ming yu gao deng jiao yu. Beijing: Jiao yu ke xue chu ban she, 1985.
Buscar texto completoSaga, Hiroo. Kōtō kyōiku ni okeru media katsuyō to kyōin no kyōju nōryoku kaihatsu. Chiba-shi: Media Kyōiku Kaihatsu Sentā, 1998.
Buscar texto completoTeresa, Yurén Camarena María, ed. Profesores y estudiantes en las redes: Universidades públicas y tecnologías de la información y la comunicación (TIC). México, D.F: J. Pablos, 2010.
Buscar texto completoErnst, David J. Organizational and technological strategies for higher education in the information age. Boulder, Colo: CAUSE, 1994.
Buscar texto completoauthor, Bartholomew Paul y Nygaard Claus author, eds. Technology-enhanced learning in higher education. Faringdon, Oxfordshire: Libri Publishing, 2015.
Buscar texto completoCapítulos de libros sobre el tema "Education, Higher – Effect of technological innovations on – Malaysia"
Tham, Jacquline, S. M. Ferdous Azam y Ahmad Rasmi Albattat. "Critical Online Learning Implementation and Determinants in Rural Areas in Malaysia". En Higher Education Challenges in South-East Asia, 222–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4489-1.ch012.
Texto completoMukerjee, Sheila. "Organizational Agility in Universities". En Advancing Knowledge in Higher Education, 15–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6202-5.ch002.
Texto completoActas de conferencias sobre el tema "Education, Higher – Effect of technological innovations on – Malaysia"
Yengin, Hülya. "Accreditation in Communication Faculties". En COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.014.
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