Transforming Pedagogy: The Digital Revolution in Higher Education

Education Sciences, Journal Year: 2024, Volume and Issue: 14(8), P. 811 - 811

Published: July 25, 2024

The rapid integration of Digital Learning into higher education, accelerated by the COVID-19 pandemic, has transformed educational landscapes globally. This qualitative study employs a phenomenological approach, through thematic analysis in-depth interviews with 15 lecturers, to investigate implementation initiative Council for Higher Education (CHE) and Planning Budgeting Committee (PBC) at leading institution in northern Israel. Our findings reveal four interconnected domains influencing implementation: educational, personal, cultural social, institutional. We found that while enhances pedagogical innovation accessibility, it also presents significant challenges terms technological adaptation integration. provides strategic recommendations refining strategies offers unique insights implementing culturally diverse, technologically advanced setting. Key include developing responsive environments, integrating traditional practices like ‘chavruta’ digital platforms, investing flexible infrastructure support diverse approaches within Israeli context.

Language: Английский

Norwegian Public Health Nursing Students’ Experiences with the Transition from Classroom to Online Lectures: Benefits and Challenges

Education Sciences, Journal Year: 2024, Volume and Issue: 14(11), P. 1185 - 1185

Published: Oct. 29, 2024

The integration of technology in higher education increased online courses available to students, although traditional face-to-face interaction remains dominant. COVID-19 pandemic forced a rapid transition emergency remote teaching (ERT), impacting public health nursing (PHN) Norway, which primarily consists adult learners. impact the online-only lectures on these students largely unexplored. aim this study is examine how Norwegian PHN experienced from classroom during global pandemic. It also identifies self-reported advantages and challenges associated with whether affected their perceived learning outcome. A cross-sectional sample (n = 275) participated survey May November 2020. questionnaire was specifically developed for covers student motivation, benefits transitioning lectures, peer collaboration, self-assessed outcomes. distributed via respective education’s LMS system. Most managed technical aspects abrupt effectively. They reported high digital competence, found relatively easy, remained motivated continue studies. Despite positives, reduction outcomes compared lectures. Challenges included missing peers, difficulties managing childcare, issues structuring

Language: Английский

Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making

Education Sciences, Journal Year: 2024, Volume and Issue: 14(11), P. 1180 - 1180

Published: Oct. 29, 2024

In recent years, much effort has been put into developing dedicated dashboards for instructors, in which data about students’ activity are presented. However, many cases, such endeavors take a top-down approach and do not involve instructors the design process. this paper, we present study of teaching assistants research university Israel (N = 253) who responded to an online questionnaire regarding their perceptions on course websites. Specifically, they were asked types most interested in, aspects student learning that would consider important, actions upon viewing data. Overall, found participants’ scores medium-high (2.5–3.5 5-point Likert scale), with being higher women compared men positively correlated experience Moodle. An overarching theme arises from our analyses instructors’ interests intentions, portrays idea as somewhat traditional instructor-centered; however, declared make it clear willing some desirable changes benefits students. Finally, use importance positive predictors taking action

Language: Английский