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Artykuły w czasopismach na temat "Education, Higher – Effect of technological innovations on – Malaysia"
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Frost, Taggart F., i Bruce G. Rogers. "Attitudes toward Technology and Religion among Collegiate Undergraduates". Psychological Reports 56, nr 3 (czerwiec 1985): 943–46. http://dx.doi.org/10.2466/pr0.1985.56.3.943.
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This study concerned the relationship between attitudes toward technology and religion among collegiate undergraduates. Attitude measures of religious ideology and technological innovations were administered to 144 education students and 198 business students. While those in education scored slightly higher than those in business on the ideology measure but lower on the technology measure, the differences were in the generally accepted small range of effect size. Views toward ideology and technological innovations were statistically independent of each other. Over-all, both groups showed positive attitudes toward traditional religious values and technology.
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Karunanayaka, DP Christabel, Lawrence Arokiasamy i 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.
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In recent years, there has great deal of attention towards customer value since the concept of value creation prompted in the Service-Dominant (S-D) Logic in marketing theory (Vargo & Lusch, 2004). With that, one of the aspects that is crucial is building and maintaining relationships that prepares customers for future co-creations. In context of higher education institutions (HEIs), students move from one life cycle stage to another, thereby needs and expectations also evolve, and when they graduate, it may dissolve. With service innovations, a smart active relationship between students and HEIs should be part of any institutions internal branding efforts. As institutions delve into relationship with students, their focus on co-creation with an aim to translate students to advocates, someone who will spread the positive word-of-mouth, defend the brand, and most importantly to feel a sense of responsibility to represent the brand, when need arises. This calls for HEIs to not only manage exchange processes in their internal branding efforts, but also focus on students’ perceived value-in-use (ViU). The purpose of this paper is to explore perceived ViU of students at private HEIs, from the effects of extra-role behavior, trust, self-brand connection and brand prominence towards influencing students to engage in advocacy behavior.
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Shantini, S. Abeena, i 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, nr 2 (2018): 84. http://dx.doi.org/10.5958/2249-7137.2018.00013.7.
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Rahardja, Untung, Ninda Lutfiani i Hega Lutfilah Juniar. "Scientific Publication Management Transformation In Disruption Era". Aptisi Transactions on Management (ATM) 3, nr 2 (26.07.2019): 109–18. http://dx.doi.org/10.33050/atm.v3i2.1008.
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New innovations enter the market and create a strong disruption effect, a sign that the era of the decade that is currently happening has experienced many changes in various sectors, including economics, technology, education and politics. This study aims to examine the aspects and direction of the development of research related to the Disruption Age that affects technological developments, one of which is in the field of publication management. The approach used is a study of various definitions and model frameworks that developed around the era of disruption and management of publications as well as mapping and analysis of a number of publications. Judging from the research method, most of the research was carried out through descriptive and conceptual methods in which technological aspects became the focus of research by researchers. Disruption innovation has an impact on publication management, where publication management is increasingly developing with additional technological spices. Management of online-based scientific publications or e-journals that are able to manage scientific publication activities to create better management and publications and improve accessibility. The Ministry of Research, Technology and Higher Education targets 7,000 nationally accredited journals with six ratings. In 2018 there were 20,610 internationally published scientific works in Indonesia. The application of this online-based or e-journal scientific publication management system is able to improve the quality of the process of managing scientific journals to be more systematic and organized to achieve efficiency and improve publications to be global.
Keywords: Disruption, Innovation, Scientific Publication Management, Technology.
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Et. al., Ramesh Kumar Satuluri,. "Digital Transformation In Indian Insurance Industry". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, nr 4 (11.04.2021): 310–24. http://dx.doi.org/10.17762/turcomat.v12i4.509.
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This paper titled “Digital Transformation in Indian Insurance Industry” is an attempt to give deep insights to all the readers on digital transformation in insurance space. Technological innovations are extensive and all encompassing. Disruptions are not industry specific and insurance industry is no exception to this. Recently regulator published a draft regulation on sandbox concept, which permits carriers to innovate their offering to end user. This is led by fintech and insure tech companies and carriers have structured digital boards to take this revolution forward.Major findings of this paper are usage of block chain technology and data security in insurance industry. With companies constituting digital boards, pandemic has only acted like a tailwind for the digital push wherein entire sales process is migrated to digital way of selling. This move has a multiplier effect on customer reach, cost efficiency and service precision. Customers who are keen to have the best in terms of technological innovation will be delighted with the advancement in digital transformation.Also with big data and analytics, we are coming back to risk based pricing, which is proportionate to the risk borne by the customer. This is still evolving in life insurance as the deployment of wearables is at a nascent stage.Newer technologies like AI and machine learning are facilitating companies register higher growth both on cross and upsell opportunities. This will indisputably have an immense and long term positive impact on the bottom line of most insurance companies thus enhancing profitability.Researcher concludes that digital innovation will surely have a great and positive impact on profitability of insurance companies.
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Butova, E. O. "Scientific and Innovative Aspects of Regional Economic Development". Economics and Management, nr 2 (11.04.2020): 146–56. http://dx.doi.org/10.35854/1998-1627-2020-2-146-156.
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Innovation-driven development of the Russian economy requires a consistent national policy aimed at boosting scientific and innovative activity in the regions, which would facilitate the development of entrepreneurship and technology. It also plays an important role in ensuring the socio-economic progress of the regions and efficiency of income distribution.Aim. The presented study aims to examine the potential directions for optimizing scientific and innovative activity in regional socio-economic development and to identify factors that facilitate the intensification of innovative activity in the regions.Tasks. The authors conduct a correlation analysis between scientific and economic development of the regions with allowance for such factors as the level of education of the population and the number of researchers engaged in research and development (R&D). They also assess the current state of scientific and innovative activity and the national policy on the formation of the scientific and innovative potential of the regions.Methods. The methodological basis of the study of the scientific and innovative aspects of regional economic development includes correlation-regression analysis and abstract logical methods.Results. This study substantiates the role of scientific and innovative activity in regional economic development; determines a positive correlation between regional economic growth and the number of researchers; establishes an inverse correlation between scientific and economic development based on the dependence of innovative activity in the regions on the accumulated scientific potential; empirically assesses the impact of innovative factors on regional economic growth and proposes directions for improving the efficiency of the regional system of science and innovation.Conclusions. Concentrations of knowledge are analyzed as agglomerations of expenses on research and development, science and technology. This leads to an increase in the number of scientists, engineers, scientific and technological personnel of innovative enterprises in various Russian regions. A correlation analysis between scientific and economic regional development shows that per-capita GRP growth rate by the number of researchers is statistically significant, which means there are several factors affecting this dependence: geographical accessibility of higher education, university expenses on infrastructure and services, job creation, additional revenue from students from other countries and regions. It is established that efficient regional higher education systems and innovative development have a positive effect on regional economic development. The conducted analysis shows that a policy on the innovative development of resource regions should be based on government support that would facilitate the creation of innovations and strengthening of scientific potential.
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Sakarji, Siti Rosnita, Khalijah Mohd Nor, Masliza Mohd. Razali, Nashrah Talib, Nurbarirah Ahmad i 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, 9.07.2019, 13–26. http://dx.doi.org/10.35631/jistm.413002.
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The Industrial Revolution 4.0 (IR 4.0) has given a new impetus to educational transformation. In recent years, education experts recognize the profound impact that a myriad of technological innovations in ICT is having on education. They agree that education 4.0 will be shaped by innovations and will indeed have to train students to produce innovations. E-learning has become an increasingly popular learning approach in higher education institutions (HEIs) due to the rapid growth of Internet technologies in Malaysia. The technology acceptance model (TAM) proposes that perceived ease of use and perceived usefulness predict applications usage. It has been integrated into many university programs and is one of the new learning trends. The study aims to investigate students’ acceptance towards e-learning system using the Technology Acceptance Model (TAM). The study was conducted to the students that undergone the Diploma in Office Management and Technology program from the Faculty of Business and Management, UiTM Melaka. The purpose of the study conducted was to investigate the level of students’ acceptance in terms of ease of use and perceived usefulness of e-learning. A set of questionnaires was used for data collection. Descriptive statistics were used to describe the demographic characteristics of the study respondents. All analysis was performed by using SPSS. A total of 50 students completed the survey questionnaire with a satisfactory response rate. It was found that the perceived ease of use and perceived usefulness has a significant effect on attitude toward e-learning. The respondents agreed that e-learning is very useful and makes it easier to study the course content. Students are found to be frequently engaged in using e-learning and believed it enhancing their academic performances. The outcomes will enrich the understanding of students’ acceptance of e-learning and will assist in its continuing implementation at UiTM Melaka.
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Stolbova, Irina, i 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, 17.12.2020, short33–1—short33–8. http://dx.doi.org/10.51130/graphicon-2020-2-4-33.
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The article discusses major problems associated with "digitalization" of higher professional education. The data on organization of the system of "mixed learning" and filling of traditional geometric- graphic education with electronic innovations are presented. The structural scheme of training is given taking into account technological innovations. Examples of training design tasks in the electronic learning environment for creating 3D models of geometric objects intended for students to perform as part of independent work are given. A positive effect was noted when students master new technologies, as well as difficulties in implementing the online – learning process are shown
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Manohar, Sridhar, Amit Mittal i Urvashi Tandon. "HEd-INNOSERV: perceived service innovation scale for the higher education sector". Benchmarking: An International Journal ahead-of-print, ahead-of-print (3.12.2020). http://dx.doi.org/10.1108/bij-08-2020-0415.
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PurposeThe study aims to emphasize the need for an exclusive theory, approach and measurement scale for service innovation. In the past three decades, the importance of services and service-related industry has grown tremendously. Well-established scales used for research in manufacturing cannot be directly adopted and measured in the service industry. This article follows the synthesis approach by including both technological and non-technological typologies for measuring service innovation. This is followed by reporting the effect of service innovation on outcome performances. The context of the study is the higher education sector.Design/methodology/approachAn integrated research design was used to collect data from students in various parts of south India. In total, two focus group discussions and three in-depth interviews were conducted for item generation. Confirmatory factor analysis was performed for the reliability and validity of the scale. The study developed the HEd-INNOSERV scale consisting of seven dimensions comprising 34 items.FindingsThe study developed the HEd-INNOSERV scale consisting of seven dimensions comprising 34 items. The empirical results demonstrate that the scale is reliable, valid and generalizable across higher education institutions (HEIs). The scope for future research is to develop a generalized scale that can measure across the entire service sector.Research limitations/implicationsThe scale shall help researchers in testing the conceptual models earlier developed in the service innovation domain. Similarly, HEIs could measure their stakeholders' perceptions of their innovation activity. Further, the result indicates that innovation enhances the reputation of the institution, which ultimately results in positive word of mouth.Practical implicationsCommercialization of the scale by developing an appropriate algorithm would help institutions in measuring their innovation-led initiatives continually and establish quality and standards. The scale can be used complementarily with other measures adopted from regulatory and rating agencies.Originality/valueThe HEd-INNOSERV scale shall help in optimizing the existing business processes of HEIs by helping them consciously introduce appropriate technological and non-technological innovations.
Rozprawy doktorskie na temat "Education, Higher – Effect of technological innovations on – Malaysia"
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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.
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Aheto, 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.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.Rationale: 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.
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Lu, Jie, i 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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Learning engagement is essential for fruitful and meaningful learning outcomes. Although many researchers have collectively claimed that social networking technologies in the Web2.0 era possess great potential to foster learning engagement, the existing literature demonstrates the pedagogical significance of more empirical and systematical inquiries into their applications for effective teaching and learning in various educational contexts. A social networking environment (SNE) is an online environment established with these technologies in which various tools, people and resources are dynamically connected. This study aimed to investigate the roles of such an environment in supporting learning engagement in higher education, and to identify factors that affected how students engaged in learning activities in the SNE. Informed by the literature on knowledge construction, collaborative learning and intrinsic motivation, learning engagement was conceptualized as a multidimensional construct that incorporated cognitive, social and emotional components of the learning process.
This study was a single case study. It spanned a period of six months with a class of 55 undergraduate students enrolling in an elective university course in mainland China. A SNE, which integrated blogs, wikis, social bookmarks and tagging, file repositories, group spaces, and social networking facilities, was implemented to support designed learning activities that emphasized reflections and social interactions for achieving course objectives. Data collection and analysis combined qualitative and quantitative methods. Multiple-source data was obtained from interviews, observation, questionnaires and student learning artifacts, and was analyzed through content analysis, social network analysis and descriptive statistical analysis.
The analysis revealed a number of roles that the SNE could play in supporting learning engagement. In terms of social engagement, it could serve as a social medium for (a) facilitating self-presentation and self-expression, (b) supporting articulation and development of personal social networks, (c) encouraging various levels of participation in social interactions, and (d) enabling personalized feedback. In terms of cognitive engagement, it could afford a hybrid of individual and social learning by (a) supporting development of personal learning portfolios, (b) facilitating peer and teacher feedback, and (c) creating the transparency in a distributed learning environment which enabled students to access multiple perspectives, learn by observation, and utilize metacognitive skills for self-regulated learning. In terms of emotional engagement, it could be used as a vehicle for developing a socio-affective structure of the learning community by (a) inducing expression of emotions and feelings, (b) fostering socio-emotional interactions, and (c) contributing a sense of being connected to others. Factors in cultural, socio-contextual, technical, and individual dimensions were identified that affected learning engagement in the SNE and needed to be addressed in pedagogical interventions.
This study has both theoretical and practical implications. By proposing a construct incorporating cognitive, social and emotional elements of engaged learning, it deepens our understanding of the relationship between learning engagement and educational use of social networking technologies in higher education. For practicing teachers, a set of pedagogical principles is suggested based on the findings of the study for facilitating learning engagement in the SNE. Implications for software designers and educational administrators are also discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Ma, Wai-kit Will, i 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.
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Harpur, 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.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2018.Although 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.
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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.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.Educational 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.
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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.
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Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019.This 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.
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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.
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The goal of this project being to provide a unique strategy that integrates new curriculum, instructional methods, and distance technology to position higher education as a key participant in workforce and economic development.
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Van, 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.
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Thesis submitted in fulfilment of the requirements for the degree
Master of Technology Design
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology
Supervisor: Prof J Messeter
Cape Town, 2013The 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.
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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.
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A sociedade humana tem-se destacado pela sua capacidade de alterar o meio em que está inserida. As constantes descobertas e as inovações têm caracterizado a história da humanidade na sua interação com a natureza e com o meio social. A progressiva evolução das Tecnologias da Informação e Comunicação (TIC) são cada vez mais visíveis e tem sido uma constante, provocando mudanças em todos os segmentos da sociedade e, consequentemente, na escola. Na Educação a Distância (EaD), as TIC desempenham papel fundamental como recurso pedagógico no processo de ensino/aprendizagem, no dia a dia dos professores e dos alunos. Apesar desse papel fundamental, essa situação traz em seu bojo desafios para instituições, professores e alunos, criando, com isso, cada vez mais necessidades e expectativas, pois novas formas de ensinar e aprender emergem nesse cenário. Tanto o professor formador quanto o futuro profissional da Educação necessitam dominar e se apropriar de recursos para poder inovar a prática pedagógica, uma vez que o uso das TIC e dos Ambientes Enriquecidos com as Tecnologias (TELE) na Educação exige mais do que habilidade técnica. É preciso, portanto, estudar quais são as recomendações para que os docentes utilizem essas tecnologias, integrando-as ao cotidiano de sua prática pedagógica. O objetivo deste estudo foi analisar como os professores do curso de Pedagogia na modalidade EaD em uma instituição particular integram as TIC na formação dos futuros pedagogos. A pesquisa é qualitativa, de natureza interpretativa. A técnica utilizada para a coleta de dados foi a entrevista individual semiestruturada. A seleção da amostra dos entrevistados seguiu a estratégia bola de neve, e a amostra final constituiu-se de 13 professores (de um total de 36) do curso de Pedagogia na modalidade EaD. Os principais resultados do estudo foram: a valorização do saber científico nas ações dos professores formadores; a importância de saber operacionalizar as TIC, no que diz respeito às adequação de seus procedimentos pedagógicos, desenvolvidos pelos professores em suas práticas profissionais; a habilidade na utilização das TIC de maneira a não privilegiar unicamente as metodologias tradicionais de ensino; a importância de se utilizar as TIC para a formação de professores e a necessidade da formação continuada dos professores que venham a proporcionar experiências pedagógicas inovadoras.Human 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.
Książki na temat "Education, Higher – Effect of technological innovations on – Malaysia"
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F, Noble David. Digital diploma mills: The automation of higher education. Toronto: Between the Lines, 2002.
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McNeil, Donald R. Wiring the ivory tower: A round table on technology in higher education. Washington, D.C: Academy for Educational Development, 1990.
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Loiodice, Isabella. Università, qualità didattica e lifelong learning: Scenari digitali per il mutamento. Roma: Carocci, 2011.
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Johnston, 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.
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Saga, Hiroo. Kōtō kyōiku ni okeru media katsuyō to kyōin no kyōju nōryoku kaihatsu. Chiba-shi: Media Kyōiku Kaihatsu Sentā, 1998.
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Teresa, Yurén Camarena María, red. Profesores y estudiantes en las redes: Universidades públicas y tecnologías de la información y la comunicación (TIC). México, D.F: J. Pablos, 2010.
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Ernst, David J. Organizational and technological strategies for higher education in the information age. Boulder, Colo: CAUSE, 1994.
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author, Bartholomew Paul, i Nygaard Claus author, red. Technology-enhanced learning in higher education. Faringdon, Oxfordshire: Libri Publishing, 2015.
Znajdź pełny tekst źródłaCzęści książek na temat "Education, Higher – Effect of technological innovations on – Malaysia"
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Tham, Jacquline, S. M. Ferdous Azam i Ahmad Rasmi Albattat. "Critical Online Learning Implementation and Determinants in Rural Areas in Malaysia". W Higher Education Challenges in South-East Asia, 222–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4489-1.ch012.
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The rapid development of technological advances has brought many alterations and development to many profit-driven as well as non-profit-oriented organizations. Higher learning institutions have also benefited from technological advancements in this setting. Although the use of technology and the widespread use of online learning are no longer uncommon in the technology world, the introduction by students, undergraduate and postgraduate students of online learning courses, however, is still not as familiar as expected. This study focuses on the adoption and implementation of Malaysian higher education online courses to reach out to rural students and thus provides a systematic conceptual framework that emphasises the effect of different aspects. Students are enrolled in online courses at public and private universities in Malaysia, as they have been removed from the path of formal education. Using a self-directed survey, the data will be collected. Ultimately, the outcomes of this study can provide valuable insights into organisational methods and strengthen the leadership of a university administration that can contribute to improving student involvement and efficient programme usage.
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Mukerjee, Sheila. "Organizational Agility in Universities". W Advancing Knowledge in Higher Education, 15–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6202-5.ch002.
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Organizational agility is a necessary capability for universities in times of turbulence. However, this is not easily achieved as there are a number of tensions and challenges that impact a university's ability to respond to change in a timely manner. This chapter explores and discusses some of the tensions that universities experience as they seek to succeed and thrive in increasingly competitive and innovative spaces. Areas discussed cover clash of culture and values, effect of organizational structure and mode of operation, risk aversion and innovation, optimization of business processes for efficiency and agility, resources and change demands, and technological innovations and disruptions. Many of these are discussed in the context of the changing landscape of education as universities explore new business models such as online delivery and prepare themselves for major transformations and innovations. The concluding call is for universities to develop and nurture agile capability to address their future challenges.
Streszczenia konferencji na temat "Education, Higher – Effect of technological innovations on – Malaysia"
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Yengin, Hülya. "Accreditation in Communication Faculties". W COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.014.
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Technological development changes the communication field in the global world. The global economy has created a global market in the global communication field within the scope of technological innovations. The global culture is impacting the global society with the new dimension the electronic mass media acquired. Global communication media and content have been transformed. This change and transformation change the individual and communal living forms, perceptions, attitudes, and behaviors. Differentiation in the global communication field also transforms the communication education in the higher education. Departments of communication faculties are expected to train graduates with the knowledge, skill and competencies the industry seeks. Besides the state universities, new departments have been opened in addition to the current departments of foundation universities. In terms of the diploma of communication graduate to be recognized and accepted in the international arena at global level, the first studies was Bologna. The process is continuing with the studies of quality and accreditation in higher education. Evaluation and Accreditation Board for Communication Education (ILEDAK) was established within The Communication Research Association (ILAD) in 2016 in the communication education field. Departments of the communication faculties were started to become accredited since 2018. With the decision taken by the Council of Higher Education (YÖK), education was carried out online due to the pandemic in 2020. Within this context, accreditation studies were also carried out online. In this study, the effect of the global technology and the pandemic on communication education and accreditation studies are analyzed.