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Article
Publication date: 11 May 2023

Muhammad Mujtaba Asad and Aisha Malik

Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs…

Abstract

Purpose

Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the “Cybergogy” paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe.

Design/methodology/approach

A narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls.

Findings

Grounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully.

Practical implications

This review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review.

Originality/value

This literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously.

Details

Education + Training, vol. 65 no. 6/7
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 29 June 2023

Suang-I Anunthawichak

This chapter presents the Readiness Approach of Educational Administration for Children with Special Needs in Inclusive Learning Management in the VUCA world by summarising…

Abstract

This chapter presents the Readiness Approach of Educational Administration for Children with Special Needs in Inclusive Learning Management in the VUCA world by summarising Inclusive Learning Management in Thailand and analysing the challenging situation in the VUCA world to discuss about the Readiness Approach of Educational Administration to face the unexpected. The chapter describes the possibilities in three parts: Part 1: Summarising the literature reviewed of Inclusive Learning Management in Thailand. Part 2: Analysing the challenging situation in the VUCA world from the following four concepts: (1) Framework for twenty-first-century Learning Concept; (2) Hard Skill and Soft Skill Competencies Concept; (3) Thailand National Education Standards (2018) and (4) A Commission Report on Education Reform through Competency-Based Curriculum & Instruction. Part 3: to propose Data synthesis of The Readiness Approach of Educational Administration for Children with Special Needs in Inclusive Learning Management in the VUCA world.

Details

Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World
Type: Book
ISBN: 978-1-80382-529-8

Keywords

Book part
Publication date: 10 November 2023

Beena Giridharan

Higher education models continue to transform and advance across multiple trajectories spurred by knowledge economies and digital futures. The demand for disciplinary expertise…

Abstract

Higher education models continue to transform and advance across multiple trajectories spurred by knowledge economies and digital futures. The demand for disciplinary expertise, agile and responsive transition of graduates from university to industry, and employees who are adept and multi-skilled at working with global teams, has continued to raise the significance of international curricula and wider student experiences.

This chapter discusses the changing landscape of higher education and the disruptive influences that impinge on existing pedagogical models in the delivery of learning and teaching. It analyses the need for ‘just in time’, stackable units of learning that support learners in their lifelong learning journeys, embedded with 21st Century Learning skills. Further, the chapter will review existing models for course and curriculum development, recommend appropriate course development processes that are seamless, and meet industry and professional disciplinary agency requirements.

Details

Introducing Multidisciplinary Micro-credentialing: Rethinking Learning and Development for Higher Education and Industry
Type: Book
ISBN: 978-1-80382-460-4

Keywords

Abstract

Details

Learning Allowed
Type: Book
ISBN: 978-1-80117-401-5

Abstract

Details

Introducing Multidisciplinary Micro-credentialing: Rethinking Learning and Development for Higher Education and Industry
Type: Book
ISBN: 978-1-80382-460-4

Article
Publication date: 9 November 2023

Shard, Devesh Kumar and Sapna Koul

This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward…

Abstract

Purpose

This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams.

Design/methodology/approach

This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were collected from 712 undergraduate and postgraduate students through a Google Docs questionnaire. Descriptive analysis, exploratory factor analysis (EFA), regression and reliability analysis were conducted to analyze the data.

Findings

There are many studies related to the adoption of online learning. However, there are limited studies that explore the adoption and acceptance of online examinations and evaluations. This paper intends to fill this gap and tries to highlight important factors influencing online examination usage by the students. Five important factors emerged in the study include “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention,” The study concludes that taking tests online is preferred for several reasons, including the perceived increased dependability of grades and the decreased cost, time and effort associated with taking exams.

Research limitations/implications

This research explores students' perceptions of learning management systems (LMS)-based online exams and provides insights for students to better prepare and adapt. It assists policymakers in developing fair assessment policies and improving LMS platforms. The study contributes to the theoretical understanding of e-learning and calls for further research to enhance the effectiveness of online exams. It identifies gaps in existing literature and recommends larger sample sizes, broader representation, longitudinal data collection and conversational methods for future research.

Originality/value

This study shows increasing research on e-learning and online examinations, mostly using quantitative methods. The important variables for understanding students' perceptions of online exams are “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention.” Concerns raised include validity, fairness and security. Electronic exams are more suitable for formative evaluation, and validity, reliability, security and adaptability are key pillars for successful online testing.

Details

The International Journal of Information and Learning Technology, vol. 41 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

Open Access
Article
Publication date: 23 November 2023

Freda Hicks and Megan Lyons

This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to…

106

Abstract

Purpose

This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports.

Design/methodology/approach

A needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts.

Findings

Two programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK–12 students.

Originality/value

This paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Abstract

Details

Learning Allowed
Type: Book
ISBN: 978-1-80117-401-5

Article
Publication date: 11 October 2023

Xiao Xu

Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study…

Abstract

Purpose

Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries.

Design/methodology/approach

DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries.

Findings

A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile.

Originality/value

Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 13 July 2021

Yating Li, Chi Zhou, Di Wu and Min Chen

Advances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether…

Abstract

Purpose

Advances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).

Design/methodology/approach

First, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.

Findings

The results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.

Originality/value

The evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.

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