UID:
edoccha_9961574114002883
Format:
1 online resource (281 pages)
Edition:
1st ed.
ISBN:
9783031569531
Note:
Intro -- Preface -- Contents -- The Influence of Technological Advancement on Curricula of Institutions of Higher Learning -- 1 Introduction -- 2 What Is Curriculum? -- 3 Important Elements of Curriculum -- 4 Influence on Institutional Policy -- 5 New Curriculum and New Generation of Professionals -- 6 Improved "Graduateness" -- 7 Challenges in Curriculum Review and Development -- 8 Conclusions -- References -- Lecturers' Experiences in the Integration of Technology in Teaching and Learning in the Context of an ICT-Challenged Environment: The Case of a South African University of Technology -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 Research Design, Population, and Sampling -- 3.2 Data Collection Instruments -- 3.3 Data Analysis -- 4 Results -- 4.1 Demographic Profile -- 4.2 Construct 1: Use of Technology -- 4.3 Construct 2: Access to Technology -- 4.4 Construct 3: Provision of Technology Training for Lecturers -- 4.5 Construct 4: Provision of Technology Enhanced Infrastructure for Lecturers -- 5 Exploring Differences in Perceptions According to Gender, Qualification, and Faculty -- 5.1 Gender -- 5.2 Qualification -- 5.3 Faculty -- 6 Correlation Analysis for the Lecturers' Data -- 7 Discussion -- 8 Recommendations -- 9 Conclusion -- 10 Limitations of the Study -- 11 Implications for Practice and Direction for Future Research -- References -- How Student Engagement Can Be Improved Using Online Learning in Higher Education -- 1 Introduction -- 2 Literature Review -- 2.1 Teaching Methods in Higher Education -- 2.2 Constructivism as a Theory to Be Applied to Encourage Student Engagement in Higher Education -- 3 Research Methodology -- 4 Student Engagement Through Online Learning -- 4.1 Online Student Engagement Framework and Online Learning -- 5 Recommendations -- 6 Conclusion -- References.
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Positioning of Technology-Enhanced Learning Practice Within Connectivism Theory for Developing Blended Learning -- 1 Introduction -- 2 Literature Review -- 2.1 Technology-Enhanced Learning (TeL) -- 2.2 Connectivism -- 3 Research Methodology -- 3.1 Data Analysis -- 4 Results -- 5 Discussion -- 6 Recommendations -- References -- Factors Affecting Online Learning for South African University Students: Social Presence, Digital Skills, and Digital Competence -- 1 Introduction and Background -- 2 Literature Review -- 2.1 Learning -- 2.2 Universities and Online Learning -- 2.3 Challenges with Online Learning -- 2.4 Social Presence -- 3 Conceptual Framework -- 4 Methodology -- 5 Findings -- 5.1 Response Profile -- 5.2 GTCU Responses -- 6 Discussion -- 7 Conclusion -- References -- e-Pedagogies and Teacher Efficacy: A Case of Rapid Adjustment -- 1 Introduction -- 2 e-Pedagogies and Related Issues -- 2.1 Emergence of e-Pedagogies -- 2.2 Drastic Change in Response to Covid-19 -- 3 e-Pedagogy in the 21st Century -- 3.1 Generations and Shifts in Online Pedagogy -- 3.2 Three Generations of Pedagogies -- 3.3 e-Learning -- 3.4 Pillars for Achieving Online Education of High Quality -- 3.5 Technological Pedagogical and Content Knowledge Model (TPACK) -- 3.6 Availability of Resources -- 3.7 The Use of Electronic Devices -- 3.8 How Does Effective Learning Occur in Online Settings? -- 3.9 Lecturers' Capabilities -- 3.10 Readiness -- 3.11 Improved Practice of Lecturers When Using e-learning -- 3.12 Opportunities and Challenges Related to e-pedagogies -- 4 Summary -- 5 Recommendations -- References -- Effective Teaching and Learning Method: Online Versus Face-To-Face -- 1 Introduction -- 2 Literature Review -- 2.1 Teaching and Learning Methods -- 2.2 Blended Teaching and Learning -- 2.3 Effective Teaching and Learning Methods -- 3 Methodology -- 3.1 Research Approach.
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3.2 Target Population -- 3.3 Sampling -- 3.4 Data Collection -- 3.5 Data Analysis -- 4 Results -- 4.1 What Constitutes Quality Teaching? -- 4.2 Preferred Teaching Methods -- 4.3 Teaching and Learning Methods for Effective Concentration and Understanding -- 5 Discussion -- 5.1 Preferred Teaching and Learning Methods -- 5.2 Teaching and Learning Methods for Effective Concentration and Understanding -- 5.3 The Implication of the Findings for Policy -- 6 Conclusion -- References -- Adopting a Student-Centered Approach to Blended Learning in Engineering Education -- 1 Introduction -- 2 Blended Learning Approach -- 2.1 History and Definition of Blended Learning -- 2.2 Opportunities and Challenges of Blended Learning -- 2.3 Student-Centred Learning Principles and Practices -- 2.4 Effectiveness of Student-Centred Blended Learning in Engineering Education -- 2.5 Impact of Student-Centred Blended Learning in Engineering Education -- 3 Integration and Adaptation -- 3.1 Discussion of the Main Findings from the Literature -- 3.2 Practical Recommendations for Adopting a Student-Centred Approach to Blended Learning in Engineering Education -- 3.3 Implications for Engineering Education -- 3.4 Limitations and Future Research Directions -- 4 Proposed Framework for Student-Centred Blended Learning Used for Software Design III -- 5 Conclusion -- References -- Designing Effective e-Pedagogy for Electrical Engineering Curricula-Perspectives at a South African University of Technology -- 1 Introduction -- 1.1 Overview of Electrical Engineering Education -- 1.2 Overview of e-Pedagogy -- 1.3 Purpose of the Chapter -- 2 The Role of e-Pedagogy in Electrical Engineering Education -- 2.1 Benefits of e-Pedagogy in Electrical Engineering Education -- 2.2 The Need for e-Pedagogy in Electrical Engineering Education.
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2.3 Barriers to the Use of Technology in Teaching, Learning, and Assessment Activities -- 3 Key Principles for Effective e-Pedagogy Design -- 4 Techniques for Implementing e-Pedagogy in Electrical Engineering Education -- 4.1 Incorporating Educational Technology into the Curriculum -- 4.2 Game-Based Learning and Simulation -- 4.3 Offering Online and Mobile Learning Opportunities -- 5 Evaluating the Effectiveness of e-Pedagogy -- 5.1 Student Learning Outcomes -- 5.2 Student Feedback -- 5.3 Classroom Observations -- 5.4 Technology Usage Data -- 6 Conclusion -- References -- The Case for Open Educational Resources in Electrical Engineering -- 1 Introduction -- 2 Background -- 2.1 OER Evolution -- 2.2 OER Initiatives -- 3 Benefits of Using OER -- 3.1 Comparing Traditional Educational Resources and OER -- 4 Integration of OER into the Curriculum -- 4.1 Successful OER Implementation in Electrical Engineering Education -- 4.2 Incorporating OER into the Curriculum -- 4.3 Open Pedagogy -- 5 Challenges of Adopting OER in Higher Education -- 6 Conclusion -- References -- The Dynamics of e-Assessment in South African Higher Education: Narratives for and Against Proctoring in Higher Education During Covid-19 and Beyond -- 1 Introduction -- 2 Literature Review -- 2.1 Learning -- 2.2 Self-directed Learning in e-Assessment -- 3 Method: Data-Pool Creation -- 4 Findings -- 4.1 Theme 1: The Uptake of Proctoring Software in HEIs During and After the Covid-19 Pandemic -- 4.2 Theme 2: Benefits and Constraints of Proctoring Software -- 5 Discussion -- 6 Implications of Findings for Research, Policy and Practice in Higher Education Institutions -- 7 Limitations of the Study -- 8 Conclusion -- References -- Monitoring and Evaluation of e-Learning: Implications for University Education in an African Context -- 1 Introduction -- 2 e-Learning as an Education Concept.
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3 e-Learning in an African Context-Opportunities and Challenges -- 3.1 Challenges of e-Learning -- 3.2 Benefits of e-learning -- 4 Monitoring and Evaluation Concepts -- 5 Quality Issues of e-Learning in Terms of Monitoring and Evaluation -- 5.1 The Canadian Recommended E-learning Guidelines (CanREGs) -- 5.2 The PDPP Model -- 6 Impact of e-Learning on Learning Experiences -- 7 Influence of e-Learning on Curriculum Development -- 8 Strategies, Systems, and Processes of e-Learning -- 8.1 Setting e-Learning Goals -- 8.2 Elements of an e-Learning Strategy -- 9 Conclusion, Recommendations and Implications for University Education in Africa -- References -- Students' Acceptance of Online Proctor Software for Assessments: The Case of South African Higher Education -- 1 Introduction -- 2 Literature Review -- 2.1 Academic Dishonesty -- 2.2 Academic Dishonesty in Online Assessments -- 2.3 Online Proctor Software for Assessment -- 2.4 Ongoing Debate About Online Proctor Software for Assessment -- 3 Theoretical Framework -- 3.1 The Technology Acceptance Model -- 3.2 Conceptual Framework and Formulation of Hypotheses -- 4 Methodology -- 4.1 Design -- 4.2 Participants -- 4.3 Questionnaire Items -- 4.4 Data Analysis Technique -- 5 Data Analysis Results -- 5.1 Measurement Model Assessment -- 5.2 The Structural Model -- 6 Discussion -- 7 Conclusion -- References -- Technology-Enhanced Assessment: Opportunities and Threats to Lecturers -- 1 Introduction -- 2 Literature Review -- 2.1 Assessment -- 2.2 Technology-Enhanced Assessment (TeA) -- 2.3 Opportunities -- 2.4 Threats -- 3 Research Methodology -- 3.1 Data Analysis -- 4 Findings of the Study -- 5 Discussion and Conclusion of the Study -- References -- The Effect of Employing Technology-Integrated Remote Learning Through TPACK-Driven Assessment Following Covid-19 -- 1 Introduction -- 1.1 Aim and Objectives.
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2 Literature Review.
Additional Edition:
Print version: Akinlolu, Mariam Online Teaching and Learning in Higher Education Cham : Springer International Publishing AG,c2024 ISBN 9783031569524
Language:
English
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