Digitization of Higher Education Institutions

Telukdarie, Arnesh; Munsamy, Megashnee

doi:10.1109/ieem44572.2019.8978701

Cited by 32 publications

(23 citation statements)

References 13 publications

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“…A challenging factor was the devices that were either slow to download OER or not compatible with the downloading applications (apps). This confirms the findings of other scholars who highlighted challenges with downloading material caused by digital problems (Asunka, 2008;Telukdarie & Munsamy, 2019;Thakrar et al, 2009).…”

Section: Intervention Strategies Adopted By Students To Reduce Indire...supporting

confidence: 89%

“…Therefore, the pedagogical aspect of OER allows for intrinsic learning in ODL. Abramovich et al (2018) stated that, despite economic benefits to OER usage, there are hindrances that prevent its extensive use while several scholars concur that access to OER requires expensive modern technological equipment, bandwidth, and connectivity (Asunka, 2008;Cox & Trotter, 2016;Letseka et al, 2018;Ossiannilsson & Creelman, 2012;Telukdarie & Munsamy, 2019;Wolfenden et al, 2017). This implies that there are indirect costs associated with the use of OER which depends on access to electricity or power, the internet and the availability of data and expensive new technologies.…”

Section: Pedagogical Significance Of Oermentioning

confidence: 99%

“…The use of OER is intended to mitigate the negative impact that financial constraints have on access to studies (Johnstone, 2005). However, OER usage has indirect costs as highlighted by Asunka (2008), Telukdarie and Munsamy (2019), Thakrar et al (2009) and Windle et al (2010) that pose a challenge to OER users.…”

Section: Students' Effort To Address Cost Of Study Materialsmentioning

confidence: 99%

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Student Teachers’ Experiences in Using Open Education Resource in the Open Distance Learning Context

Makokotlela

2022

Turkish Online Journal of Distance Education

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Open education resource (OER) has become an increasingly important topic for consideration in the open distance learning (ODL) context. ODL students’ education should be learner-centered based on intrinsic motivation and OER usage. The purpose of this study was to explore the student teachers’ experiences in using open education resource in ODL. Even though many studies have been conducted on OER in ODL, there are insufficient empirical studies that have explored environmental education (EE) student teachers’ experiences in using OER in the ODL environment. In exploring this topic, the qualitative research methodology, interpretive paradigm, and rhizomatic approach were used. Participants and documents were purposefully sampled. Data was ethically collected through documentation and semi-structured telephonic interviews. The data were thematically analysed and processed to find patterns, keywords were identified, coded, and clustered into categories, and themes emerged. Qualitative findings showed that EE studentteachers knew about OER informally and some students wanted to use OER. Hindrances to OER usage by student-teachers included little engagement with OER by lecturers and costs to access OER.

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Section: Intervention Strategies Adopted By Students To Reduce Indire...supporting

confidence: 89%

Section: Pedagogical Significance Of Oermentioning

confidence: 99%

Section: Students' Effort To Address Cost Of Study Materialsmentioning

confidence: 99%

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Student Teachers’ Experiences in Using Open Education Resource in the Open Distance Learning Context

Makokotlela

2022

Turkish Online Journal of Distance Education

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“…Modern higher education cannot exist outside the processes of the digitalization of educational services. Technological changes cause a new, comprehensive process of differentiation in the higher education system [6].…”

Section: Related Workmentioning

confidence: 99%

Formation of a Range of Necessary Competencies and Skills of a Future Journalist in the Conditions of Digitalization of Additional Education

Abdus¹,

Барабаш²,

Poplavskaya³

2020

Proceedings of the International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020)

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This article focuses on the problem of forming general professional competencies and skills of journalists in the conditions of digitalization of RUDN University's additional education. The purpose of this article is to present the possibilities of digitalization of additional education to form general professional competencies at the Department of Mass Communications of RUDN Faculty of Philology. Objectives of the article are to present a brief overview of research on the subject of digitalization of higher education; to identify the main directions of digitalization of additional education programs based on RUDN experience, and to analyze the potential of digitalization of additional education in the context of building general professional competencies and skills based on the monitoring scheme. The research methodology includes methods of the general scientific group, as well as a number of special methods, which allow realizing the purpose and objectives set in the work. Through research, the method of sociological modeling was used within the framework of the criteria proposed by the authors of the article; the general probability sample can make up 300 people: 1st, 2nd and 3rd-year students of journalism at RUDN and in the programs of additional education. The research allowed the authors to conclude that the digitalization of additional education programs will solve some problems of forming general professional competencies (in particular, in relation to the acquisition of skills to work with user content). The authors of the article also come to the conclusion that the digitalization of RUDN additional education programs at the Department of Mass Communications will allow students to more fully master the general professional competencies required by FSES "+++" for the Bachelor's degree.

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“…The growth of information technology has impacted the digitalization of Higher Education Institutions (HEIs) in terms of the teaching and learning processes in various aspects, such as the adaption of learning management systems (Telukdarie & Munsamy, 2019), the use of digital technologies and digital learning tools and materials in the teaching and learning processes such as audiovisual lecture materials, digital tests, and integration of technologies in the study content requires digital corresponding to the respective field of study the availability of technologies and academic staff who are able and motivated to use these technologies. Moreover, academic staff's digital literacy skills and creativity positively influence the digital transformation of teaching and learning processes (Černochová & Selcuk, 2019).…”

Section: Introductionmentioning

confidence: 99%

Digitalization of Higher Education and Response to Covid-19 Pandemic in Latvia

Daniela¹,

Selcuk²

2022

Human, Technologies and Quality of Education, 2022

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The rapid spread of the Covid-19 coronavirus outbreak compelled many university administrators worldwide to take immediate measures to prevent spreading the disease on their campuses. One key measure was to switch from the face-to-face teaching mode to emergency remote teaching through online learning. Even though the swift and unplanned shift to move all courses online has caused several challenges to most Higher Education Institutions (HEIs) in Latvia, such a challenging situation has also created opportunities and opened new perspectives to the understanding of the digitalization of teaching and learning in Latvian HEIs. This paper, therefore, attempted to explore the digitalization process of Latvian HEIs, the response to the Covid-19 crisis by HEIs in Latvia, and the views of students of the Faculty of Education, Psychology and Art, the University of Latvia on the remote learning process they were exposed to during the academic year of 2020/2021 as well as how formal and informal research classes/modules contributed to the students’ knowledge and attitudes toward the research process during the Covid-19 crisis. The conclusions of this paper were (1) digitalization and increasing study in the virtual environments are changing students’ attitudes towards studies. Therefore, it is expected that HEIs in Latvia will reach their digitalization goals by 2027, (2) it seems that the students and the faculty adapted the remote learning process and strategies were found to support the achievement of study results, learning remotely during the Covid-19 crisis. Even though the students’ responses to their self-assessment of their digital skills were high, they sought to acquire more digital skills during the remote learning mode. (3) Although the students take formal research classes/modules, they require more training and an in-depth understanding of research methodologies.

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Digitization of Higher Education Institutions

Cited by 32 publications

References 13 publications

Student Teachers’ Experiences in Using Open Education Resource in the Open Distance Learning Context

Student Teachers’ Experiences in Using Open Education Resource in the Open Distance Learning Context

Formation of a Range of Necessary Competencies and Skills of a Future Journalist in the Conditions of Digitalization of Additional Education

Digitalization of Higher Education and Response to Covid-19 Pandemic in Latvia

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