Lecture notes in electrical engineering, Год журнала: 2024, Номер unknown, С. 295 - 310
Опубликована: Янв. 1, 2024
Язык: Английский
International Journal of Educational Technology in Higher Education, Год журнала: 2024, Номер 21(1)
Опубликована: Ноя. 24, 2024
Abstract In celebrating the 20th anniversary of International Journal Educational Technology in Higher Education (IJETHE) , previously known as Revista de Universidad y Sociedad del Conocimiento (RUSC) it is timely to reflect upon shape and depth educational technology research has appeared within journal, order understand how IJETHE contributed furthering scholarship, provide future directions field. It particularly important authorship patterns terms equity diversity, especially regard ensuring wide-ranging geographical gender representation academic publishing. To this end, a content analysis was conducted 631 articles, published RUSC from 2010 June 2024. Furthermore, contribute ongoing efforts raise methodological standards secondary being field, an quality evidence syntheses 2018 2024 conducted. Common themes have been students’ experience engagement online learning, role assessment feedback, teachers’ digital competencies, development open practices resources. The revealed parity increasingly international identity, although contributions Middle East, South America Africa remain underrepresented. findings critical need for enhanced rigour EdTech syntheses, suggestions are provided can help move field forwards. Key areas include educator professional development, impact tools on learning outcomes engagement, influence social contextual factors, application AI support use multimodal data analyse student across diverse contexts.
Язык: Английский
Процитировано
2
Open Praxis, Год журнала: 2024, Номер 16(3), С. 374 - 395
Опубликована: Янв. 1, 2024
Язык: Английский
Процитировано
1
Advances in educational technologies and instructional design book series, Год журнала: 2024, Номер unknown, С. 85 - 124
Опубликована: Июнь 30, 2024
This chapter examines the sudden transition to emergency remote teaching (ERT) necessitated by COVID-19 pandemic, underscoring challenges, assumptions, and misconceptions surrounding digital education. The piece critically pedagogical shifts that occurred, highlighting imperative for educators institutions unlearn outdated notions of online learning adapt evidence-based practices. By drawing upon various studies expert opinions, addresses pedagogical, technological, organizational hurdles faced during rapid pivot ERT, while advocating a strategic approach education emphasizes integrity, accessibility, equity, institutional support. It proposes reevaluation strategies leverage full potential education, ensuring it is inclusive, effective, tailored meet diverse needs student population, positing future where higher can transcend measures embrace holistic enriched environment.
Язык: Английский
Процитировано
0
Australasian journal of engineering education, Год журнала: 2024, Номер unknown, С. 1 - 14
Опубликована: Сен. 16, 2024
Язык: Английский
Процитировано
0
International Journal of Educational Technology in Higher Education, Год журнала: 2024, Номер 21(1)
Опубликована: Дек. 22, 2024
Abstract This study examines the critical aspects of remote STEM education in post-pandemic period, from perspectives students and faculty at four European universities. research was conducted approximately years after COVID-19 pandemic began, aiming to evaluate effectiveness challenges learning alongside advancements educational technology teaching models. Data were collected via structured questionnaires over five hundred almost two members The focused on resource availability , technical responsiveness training adequacy online assessment feedback social dynamics . Results reveal notable discrepancies between student perceptions regarding both significance student-faculty interactions While viewed timely detailed as essential their learning, placed less emphasis it, prioritizing instead importance direct with students, a factor that themselves considered critical. Despite these differences, groups acknowledged broader quality academic integrity also found general consensus among universities involved, no significant gender bias. These findings provide valuable insights for policymakers institutions, helping refine strategies methods improve education.
Язык: Английский
Процитировано
0
Опубликована: Ноя. 6, 2024
Язык: Английский
Процитировано
0
Društvene i humanističke studije, Год журнала: 2024, Номер 9(2(26)), С. 1169 - 1194
Опубликована: Дек. 31, 2024
Analog learning environments are often combined with, or in some cases completely replaced by digital – a trend that has been particularly accelerated during the COVID-19 pandemic. To gain insight into students’ perceptions, practices, and experiences regarding use of technologies environment, qualitative study was conducted employing in-depth interview techniques. The research sample consisted 14 students from University Novi Sad, with equal representation different fields: social sciences humanities, natural mathematical sciences, technical technological medical arts. By exploring perspectives, our aimed to contribute body post-pandemic period. results were interpreted within four sections, starting an examination broader context daily lives, including entertainment relaxation, communication connectivity, extending information learning. second section focuses on learning, while third is dedicated application environment teaching process. Following this, explores perceptions possibilities for coexistence models. Based reviewed literature research, conclusion drawn pandemic, as contextual factor, potentially influenced negative attitudes toward online education, given it case “emergency remote education” rather than planned education. On other hand, primary purpose using identified accessing materials.In this context, Open Educational Resources (OER) may increasing importance future. Although all report teaching, differences scope, frequency, manner their noticeable. Among variables studied, affiliation specific field found be more relevant participants’ responses compared gender average grade.
Язык: Английский
Процитировано
0
Lecture notes in electrical engineering, Год журнала: 2024, Номер unknown, С. 295 - 310
Опубликована: Янв. 1, 2024
Язык: Английский
Процитировано
0