Teaching Digital Innovation Processes for Services in Higher Education

Helmer, Judith; Huynh, Thien-Minh-Thuong; Rossano-Rivero, Sue

doi:10.1016/j.procs.2022.09.405

Cited by 7 publications

(4 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nonetheless, the beginning of digitalization era leads to the rapid growth of the role of network forms of coordination of all stakeholders and their focus on the implementation of innovations, including in educational processes [13]. Various traditional pedagogical and psychological tools can be used in tutoring practice, and together with the new digital opportunities, the activity of a specialist is filled with new possibilities.…”

Section: Methods Descriptionmentioning

confidence: 99%

Tutor’s support of students in the age of digitalization: integration of digital and social systems (T-University DSTU Case)

Kopaneva,

Esambayeva,

Popova

2023

E3S Web Conf.

View full text Add to dashboard Cite

This article is devoted to the personalization of education in the case of the strategic project “T-university”, where the educational process is built on the principle of individual educational trajectories. The implementation of the new educational model requires the support the choice of the student arises. The aim of the study is to describe the organization of psychosocial work with students in the conditions of digitalization and its impact on the educational agenda. The choice of the research topic is caused by the rapidly changing trends in the labor market. The chosen methods are individual consultations, creating portfolios and personal resource-maps to help students become future professionals. There is a struggle for specialists with knowledge in several scientific fields simultaneously and with core and professional competencies. There is a shortage of such unique personnel in the market and it creates a demand for their emergence, which is possible only in the course of changing the educational model. The results tutorial sessions have shown that a significant attention should be paid to psychological self-regulation and digitized stress to create a modern professional and created a list of necessary tutor duties.

show abstract

Section: Methods Descriptionmentioning

confidence: 99%

Tutor’s support of students in the age of digitalization: integration of digital and social systems (T-University DSTU Case)

Kopaneva,

Esambayeva,

Popova

2023

E3S Web Conf.

View full text Add to dashboard Cite

show abstract

“…Technological tools, ranging from online learning platforms to interactive applications and digital books, have offered unique opportunities to personalise and enrich the learning experience in reading (Helmer et al, 2022). These technologies not only allow learners to access a vast array of textual resources, but also offer interactive support that can be adapted to different skill levels and learning styles.…”

Section: Introductionmentioning

confidence: 99%

Impact of Technological Tools for Reading Comprehension in Post-Pandemic Schoolchildren

Acuña-Torres,

Flores-Pezo,

Lazo-García

et al. 2024

Intl. J. Rel.

View full text Add to dashboard Cite

Peru faces a crisis in the reading comprehension of primary school students, that is, they do not understand what they read, leading them to difficulty in achieving the other competencies within the basic education graduation profile, this attributed to the lack of educational resources, the socioeconomic gap and limitations in teacher training. National assessments show poor performance in reading skills, impacting academic development and restricting future opportunities. The purpose of this research is to analyze the impact of technological tools on students' reading comprehension after the pandemic in the last three years. The consultation of academic literature included 80 original scientific articles of pedagogical and theoretical experience, with a final sample of 20 articles specifically related to the impact of technological tools on reading comprehension. The methodology adopted was a quantitative approach with a descriptive design, using the article registration form as an instrument, along with systematic review, critical reading and paraphrasing techniques. The results obtained reveal the significant influence of technological tools in improving reading comprehension in students in the post-pandemic period. The interaction between teachers, students and families was highlighted, highlighting the need to develop digital skills in both teachers and students. In conclusion, the application of technological tools is positively influencing the reading comprehension and digital competence of students, transforming the role of the teacher in the educational process. It is recommended to continue training teachers to strengthen their digital and pedagogical skills, allowing them to plan appropriately and improve their pedagogical practice. This would ensure meaningful, high-quality learning, with technological tools as learning mediators, contributing to reducing the digital divide.

show abstract

“…In many universities around the world [1], the digitization process began well before the pandemic period, but it was the pandemic that intensified universities' efforts to provide digital educational services. According to the results of the study by Helmer et al [2], introducing courses that consider digital innovation is essential in higher education. These courses should be followed in the first phase by the teaching staff, and once the necessary skills have been acquired by the lecturers, they will be able to pass on, through the courses taught, useful information to the students in an attractive way.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Quality of Higher Education Services by Revised IPA in the Perspective of Digitization

Ban,

Hatos,

Bugnar

et al. 2024

Sustainability

View full text Add to dashboard Cite

Higher education services are at a crossroads created by the disruptive impact of digitalization. The COVID-19 pandemic experience forced Romanian universities to use digital educational platforms and other online education tools. The questions put into discussion are: Where is Romanian university education headed, what attributes of service quality are relevant for students, how do they see the digitization experience, and what needs to be done to increase satisfaction? A survey was conducted based on an online questionnaire on a sample of 314 students from the University of Oradea that used, for the first time in empirical research, a scale to measure satisfaction with the quality of educational services to which a dimension of digital education is added. Revised importance–performance analysis (importance–performance analysis in nine quadrants with one parameter c-9Qc-IPA) was used for data processing. The results show a still-reserved attitude towards certain aspects of the digitization of services, with priority remaining on aspects related to the material base and the prospects of finding a suitable job after graduation.

show abstract

Teaching Digital Innovation Processes for Services in Higher Education

Cited by 7 publications

References 35 publications

Tutor’s support of students in the age of digitalization: integration of digital and social systems (T-University DSTU Case)

Tutor’s support of students in the age of digitalization: integration of digital and social systems (T-University DSTU Case)

Impact of Technological Tools for Reading Comprehension in Post-Pandemic Schoolchildren

Evaluation of the Quality of Higher Education Services by Revised IPA in the Perspective of Digitization

Contact Info

Product

Resources

About