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1 – 10 of over 161000This paper presents an information technology based instructional model for effective learning in management information systems programs and modules for students in undergraduate…
Abstract
This paper presents an information technology based instructional model for effective learning in management information systems programs and modules for students in undergraduate education. This model is primarily centered on the traditional in-class learning model. Information technology is used in a unique and novel way in order to create a learning environment which not only engages students in the learning process but also enhances their problems solving skills, analysis and decision making abilities. The model embeds information technology in projects in order to hide complexities but without compromising achievement of learning objectives. It also uses information technology in a simulation mode in order to demonstrate key concepts or learning themes, to simulate main themes presented in case studies and to simulate problems behaviors. The model employs other creative techniques in order to deliver its overall goals.
WIlliam L. Harrod and Laurel A. Townsend
Since separating from the AT&T Corporation in 1996, Lucent Technologies, Inc. has become one of the world’s leading designers, developers and manufacturers of communications…
Abstract
Since separating from the AT&T Corporation in 1996, Lucent Technologies, Inc. has become one of the world’s leading designers, developers and manufacturers of communications systems, software and products. A key business imperative for Lucent Technologies is, of course, to keep abreast of its ever more aggressive global competition. The leadership of Lucent strongly believes that the core of its competitive advantage is the up‐to‐date skills, knowledge and commitment of its employees, worldwide. Consequently, the Learning and Performance Centre was created at the inception of the company and has been charged with providing the learning solutions that the individuals and organizations within the company need for success. This article describes the approach that has been adopted to link learning and development to business needs, to deliver learning opportunities where and when they are needed via technology, and to assess the impact of learning programs on business results.
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Sabrina Kramer and Spencer Benson
– The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses.
Abstract
Purpose
The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses.
Design/methodology/approach
The paper developed a program that combines a summer training institute and a yearlong faculty learning community. This program is supported by instructional technology and faculty development experts, and rewards the participants both with a stipend and with acknowledgement. To assess the effectiveness of this program, the paper used electronic anonymous surveys during the middle and end of the program.
Findings
Self-reported evaluations suggests that the alumni of the 2011-2012 cohort will continue to develop and adapt technologies in their course, and would encourage their colleagues to do the same. In addition, the majority report that the program has changed the way they see and use technology in the classroom. Additional observations about the program alumni's involvement in continuing efforts to improve teaching with technology indicate that this program may be having an effect beyond the individual participants.
Research limitations/implications
Assessment of the program was limited to only one year, and needs to continue to evaluate the program and the faculty after they leave the program.
Practical implications
This program provides a possible model to implement change at a university, on teaching with technology, or other teaching- and learning-related topics.
Originality/value
In a world where there are increasing expectations of technology in teaching, a successful model of faculty development which produces an increase in pedagogically sound faculty adoption of teaching technology is a valuable one to higher education.
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This paper aims to outline some key issues in mobile learning technology.
Abstract
Purpose
This paper aims to outline some key issues in mobile learning technology.
Design/methodology/approach
The paper discusses the impact of mobile learning technology, based on the author's experience in the field.
Findings
Decide, design, develop and deploy is the standard four‐step process relating to technology. The drivers for adopting new technologies in learning include not only the suppliers and the customers (the buyers) but also the consumers (users) – in other words, everyone. Increasingly – since about 2006 – consumers want to use mobile devices for learning and for the less formal “performance support”. Initially, there can a high cost of ownership (of the latest mobile devices). So the key issue for HR and learning & development (L&D) professionals is how to get the maximum value from, and use of, this technology.
Originality/value
The paper outlines key issues in mobile learning technology facing HR and L&D professionals, in particular how to get the maximum value from, and use of, this technology.
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The article aims to clarify the risks and opportunities available to corporate learning professionals with the advent of a tsunami of EdTech (educational technology) that promises…
Abstract
Purpose
The article aims to clarify the risks and opportunities available to corporate learning professionals with the advent of a tsunami of EdTech (educational technology) that promises to be the silver bullet of lifelong learning. It acknowledges that the urgency of up/reskilling adults provides learning professionals with a unique moment to make a difference by ensuring the right skills are available as needed. However, learning professionals are simultaneously under threat of irrelevance should we fail to use the avalanche of advances in technology combined with tried and tested pedagogical principles and a multi-channel approach.
Design/methodology/approach
The paper offers the author’s opinion on the future opportunities for learning professionals, using a summarized analysis of available technology and Educational Technology. In addition, it offers opportunities for further exploration by the reader.
Findings
The Future of Work has arrived and potentially signals the beginning of a golden age for learning professionals – or the beginning of the end, ultimately to be replaced by technology. The need is clear. What is not clear is whether the learning community – en masse – have the technological savvy to step up and maximize the use of technology, and specifically AI related services, to meet this need.
Practical implications
Learning professionals have a limited moment in time to pivot their existing skill set to a better understanding and use of technology. The paper offers some suggestions for action in this regard.
Social implications
Should the learning professional fail to utilize this unique moment in time to optimize the learning experiences of adults, the world faces a skills gap that will harm innovation, employment and social stability.
Originality/value
This paper fulfills an identified need for learning professionals to adjust their approach, skill set, and deliverables and offers guidelines for focus and action in a world saturated with information.
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Dian Arief Pradana, I. Nyoman Sudana Degeng, Dedi Kuswandi and Made Duananda Kartika Degeng
This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.
Abstract
Purpose
This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.
Design/methodology/approach
The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.
Findings
Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.
Research limitations/implications
The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.
Originality/value
The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.
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Franziska Trede, Peter Goodyear, Susie Macfarlane, Lina Markauskaite, Celina McEwen and Freny Tayebjee
In this chapter, we present the Mobile Technology Capacity Building (MTCB) Framework, designed to enhance students’ appropriate use of personal mobile devices (PMDs) in workplace…
Abstract
In this chapter, we present the Mobile Technology Capacity Building (MTCB) Framework, designed to enhance students’ appropriate use of personal mobile devices (PMDs) in workplace learning (WPL). WPL is a concept that denotes students’ learning that occurs in workplaces as part of their university curriculum. The workplace provides an environment for university students where learning and working and theory and practice are entwined. As such, WPL is an in-between or hybrid space where traditional roles, identities, and cultures are fluid and in transition. In the 21st century, where PMDs are more and more intricately interwoven into everyday personal, educational, and professional practices, learning with mobile technology offers new opportunities and possibilities to enhance WPL. The MTCB Framework for WPL focuses on cultivating agency and thoughtful consideration for practice contexts. Its development is underpinned by three sets of theoretical ideas: agentic learning, activity-centered learning design, and the entanglement of technology, learning, and work. Its design also draws on empirical data derived from surveys and interviews from 214 participants, including students, academics, and workplace educators that highlight the importance of considering workplace cultures. We conclude that the MTCB Framework addresses an urgent need for all stakeholders in WPL to build their capacity to use mobile technology effectively to contribute to enhancing WPL. Without a shared understanding of the role of mobile technology in WPL, it will remain difficult for students to make the most of the learning opportunities afforded by the use of PMDs in WPL.
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This chapter presents “what we know” about the application of technology to instruction for students with learning and behavioral disabilities. Information is presented on…
Abstract
This chapter presents “what we know” about the application of technology to instruction for students with learning and behavioral disabilities. Information is presented on research-based effective practices in technological interventions for teaching specific academic skills, delivering content at the secondary level and using technology as a tool for assessment. The chapter concludes with a discussion on Universal Design for Learning and the promises this paradigm holds for educating not only students with special needs, but all learners. The chapter begins where parents and teachers typically begin: the consideration of technology.
Shixuan Fu, Jianhua Jordan Yu, Huimin Gu and Xiaoxiao Song
Shifting to OLSL classes during the pandemic can bring learners ambivalent experiences: negative, positive or both appraisals toward the technologies. However, few studies have…
Abstract
Purpose
Shifting to OLSL classes during the pandemic can bring learners ambivalent experiences: negative, positive or both appraisals toward the technologies. However, few studies have examined how ambivalent experiences can influence students' learning behaviors, specifically cyberslacking and active participation. Using the challenge-hindrance stressor framework, this study investigates the impact of challenge and hindrance appraisals on these learning behaviors.
Design/methodology/approach
This study uses a mixed methods approach to answer research questions. An interview was conducted to identify the key components of ambivalent appraisals, and a survey was conducted to empirically examine the impact of challenge and hindrance appraisals on learners' behaviors in online live streaming learning (OLSL) contexts. The data of 675 university students were analyzed using structural equation modeling.
Findings
This study found that hindrance appraisal leads to cyberslacking while challenge appraisal leads to active participation, but it can also cause cyberslacking. Social presence has a double-edged effect, acting as both a facilitator and inhibitor, strengthening the effect of hindrance appraisal on cyberslacking and the impact of challenge appraisal on active participation.
Originality/value
Prior studies have primarily focused on the negative side (techno-distress) of technology appraisals. This study simultaneously examines the positive side, techno-eustress, on learners' behaviors in OLSL contexts, and explores the moderating effects of social presence. This study contributes to the technostress and technology adaptation literature by revealing how technology-induced ambivalent appraisals impact behavioral responses. It offers important theoretical and practical implications for education tool designers.
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Ashley Butler, Mark Anthony Camilleri, Andrew Creed and Ambika Zutshi
This chapter presents a thorough review on the mobile learning concept. It also explores how businesses are using mobile learning (m-learning) technologies for the training and…
Abstract
This chapter presents a thorough review on the mobile learning concept. It also explores how businesses are using mobile learning (m-learning) technologies for the training and development of their human resources. The research involved semi-structured interviews and an online survey. The research participants were expected to share their opinions about the costs and benefits of using m-learning applications (apps). The findings reported that the younger course participants were more likely to embrace the m-learning technologies than their older counterparts. They were using different mobile devices, including laptops, hybrids as well as smartphones and tablets to engage with m-learning applications at work, at home and when they are out and about. This contribution has identified the contextual factors like the usefulness and the ease of use of m-learning applications (apps), individual learning styles and their motivations, time, spatial issues, integration with other learning approaches as well as the cost and accessibility of the m-learning technology. In conclusion, this contribution identifies future research avenues relating to the use of m-learning technologies among businesses and training organizations.
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