A Sustainable Approach: Increasing Students’ Information-Technology Competences and Job-Seeking Capabilities through Course Redesign Using FIT Framework and Active Learning Pedagogy

Pan, Tung Ming; Fan, Kuo-Chin

doi:10.3390/su12104094

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…Thus, the level and/or impact of digital technology literacy is much conditioned by the availability of digital tools, and vice versa. For example, many countries that are considered “high-tech” by virtue of their technological development and/or extent of their application, have citizens with higher digital technology literacy levels than their counterparts in low-tech settings (Ding, 2020 ; Haruna et al, 2019 ; Pan & Fan, 2020 ). As such, countries that invest in digital technologies tend to use them in diverse socio-economic or life spheres, including for teaching and learning purposes, as their acquired or manifested skills can critically promote educational innovations (OECD, 2016 ).…”

Section: Background Informationmentioning

confidence: 99%

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

et al. 2022

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Digital technology and literacy can heighten the transformation of teaching and learning in higher education institutions (HEIs). This study uncovers the extent to which digital technologies have been used to advance the teaching and learning process in HEIs, and the barriers and bottlenecks to why it may not have been effectively implemented across the HEIs. The study used nine selected countries in Latin America (LATAM) based on the main focus of the educators, commercial, and financial investors; to show the level of impact/implications of computer technologies on the teaching and learning processes. We applied a two-step (mixed) methodology (through a quantitative and qualitative lens) for the research investigation, using data collected from survey we administered to faculty members in HEIs across the different countries in LATAM. In turn, we implemented a Text Mining technique (sentiment and emotional valence analysis) to analyze opinions (textual data) given by the participants to help determine challenges and obstacles to using the digital technologies for teaching and learning in the region. Quantitatively, we applied a Kruskal–Wallis H-test to analyze the collected multiple choice and ranked items in the questionnaire in order to identify prominent factors that consummately influence the reach, barriers, and bottlenecks, and where the differences may lie across the different LATAM countries. The results show that the users upheld the emphasis on lack of training, infrastructures and resources, access to internet and digital platforms, as the main challenges to the teaching–learning process. The study also empirically discussed and shed light on critical factors the HEIs, particularly in LATAM, should resolve and adopt in support of the decision-making strategies, operational policies and governance, financial investments, and policymaking, at a time when “digital technologies” have become an inevitable and indispensable part of education and learning.

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Section: Background Informationmentioning

confidence: 99%

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

et al. 2022

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“…The notion of active learning in higher education can be traced back to the 1980s (Pan & Fan, 2020). Active learning is a teaching approach that involves students to actively participate in the learning process (Benková et al, 2022;Prince, 2004).…”

Section: Active Learningmentioning

confidence: 99%

“…Active learning can be geared toward case-based, collaborative, cooperative, problem-based, and team-based learning (Collins & McLain, 2021;Prince, 2004). Examples of active learning activities include case studies, debates to engage students with the course material through discussions with peers, exploratory labs, games, group projects, peer-teaching, roleplaying, simulation, and other application activities (Abernathy, 2019;Collins & McLain, 2021;Pan & Fan, 2020).…”

Section: Active Learningmentioning

confidence: 99%

The Needs of Active Learning and High-Impact Educational Practices in Online Programs

Smiles²

2023

EJOE

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Adult learners take online courses or programs because of the convenience, cost-saving, flexible schedule, and work-life-school balance. In the United States, student enrollment in online education has proliferated in the past few decades. The online modality of providing education has become a crucial part of higher education. Online courses are in high demand. However, due to adult learners' characteristics and work-life situations, the course design and facilitation in online education can only partially replicate directly from the traditional classroom setting. Owing to high attrition rates in online classrooms, institutions and educators must carefully design or redesign courses relevant to the competitive job market demands. The need for contemporary instructional designs focusing on student-centered education is essential. Supported by comprehensive research studies, active learning, and high-impact educational practices have helped learners develop critical competencies and skills required by employers. Moreover, adopting appropriate pedagogical practices is necessary for better student engagement, academic performance, and retention rate. Article visualizations:<img src="/-counters-/soc/0028/a.php" alt="Hit counter" />

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Quality assurance of science and technology universities in Bangladesh: a catalyst for sustainable employment during the 4IR

Alam,

Ogawa,

Ahsan

2024

JSTPM

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Purpose This study aims to report the quality of Bangladesh's science and technology universities (STUs) in ensuring sustainable employment of graduates during the Fourth Industrial Revolution (4IR) by assessing their vigilance in skill development activities and exploring students’ perspectives on the university. Design/methodology/approach This research used mixed methods: a close-ended five-point Likert scale questionnaire to understand students’ perspectives and a thematic analysis of the interviews of students, faculties, policymakers and relevant stakeholders. The data was collected through a random sampling method where 1,000 university students took part in the quantitative analysis along with other respondents for the qualitative portion. The analysis was done with a 99% confidence level and a 4.5% margin of error. Findings Bangladesh's STUs still have a long way to go to ensure quality education and generate sustainable employment for their graduates. The universities' preparation to comprehend the 4IR is not at the expected level. In addition, despite students' favourable perception of universities as providers of qualified labour, there is a significant mismatch between supply and demand. Research limitations/implications This research has some limitations regarding time and resources. Due to the limited number of responses from a few universities, this study's findings might only apply to some of the STUs of other countries. This study provided several recommendations for providing quality education to the STUs of Bangladesh. Practical implications The findings of this study indicate that there is still a crucial gap between the initiatives of STUs and the employment market, which prevents graduates from offering the necessary skills to achieve sustainable employment. The findings also support the idea of significant changes in the approach of these universities to address the mentioned issues. Social implications This study suggests collaboration among social actors, relevant stakeholders, STU authorities, education experts and government officials to ensure a demand-based curriculum for the students. The relevant stakeholders should come forward to ensure advanced technologies and internet connectivity in the STUs. Originality/value The data set used in this study is significantly large and varies in the number of institutions, departments and socioeconomic backgrounds of the students, faculties, policymakers and various stakeholders. Furthermore, the capacity of scientific and technology institutions to guarantee sustainable employment through quality assurance in education has also not been recently evaluated in Bangladesh.

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A Sustainable Approach: Increasing Students’ Information-Technology Competences and Job-Seeking Capabilities through Course Redesign Using FIT Framework and Active Learning Pedagogy

Cited by 4 publications

References 20 publications

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

The Needs of Active Learning and High-Impact Educational Practices in Online Programs

Quality assurance of science and technology universities in Bangladesh: a catalyst for sustainable employment during the 4IR

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