The Integrated Academic Information System Support for Education 3.0 in Higher Education Institution: Lecturer Perspective

Utomo, Hadi Prasetyo; Bon, Abdul Talib; Hendayun, Mokhamad

doi:10.1088/1742-6596/1049/1/012102

Cited by 7 publications

(8 citation statements)

References 6 publications

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“…Also, [29] shared similar views about the state of Education 3.0. They aver that students can be creators of knowledge which they can as well share with society to solve problems.…”

Section: New Higher Education Approaches: a Briefmentioning

confidence: 74%

“…Major changes came necessitated by developments in technology, social networking, and deeper understanding of educational processes as well as new legal and economic frames of reference resulting in the birth of as alluded to earlier on, Education 3.0 [28]. Education 3.0 was fluid and was strongly distinguished by teaching, research and community service [29]. The system like the former education paradigms treated students as the same, but allows for a mutual learning-community.…”

Section: New Higher Education Approaches: a Briefmentioning

confidence: 99%

“…Education 3.0 among other significant factors, tertiary, college or university dispositions allow endorsement of education attained from the same institutions, not just of programme courses taught. Besides, Education 3.0 holds much promise for higher education in general, it poses serious challenges to existing universities including its failure to groom creators of goods and services [29].…”

Section: New Higher Education Approaches: a Briefmentioning

confidence: 99%

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Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

Keche¹

2022

Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid

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Through face-to-face interviews with lecturers, this research explored the relevancy of new higher education approaches in Zimbabwe particularly Education 5.0 and virtual learning environments (VLEs). The main finding suggests that the five missions of Education 5.0 are not new in higher education and training in the country. However, they being nigh on greased following the outbreak of the coronavirus disease (COVID 19) is exceptional and unplanned for up take. Education 5.0 charges that turned to be virtually oiled have already been cherished under the auspices of Education 3.0. Thus, lecturers do not perceive it as new. But, only the means and ways upon which it is delivered to learners in the COVID 19 era. The hype around it coming from the ‘Second Republic’ government is factory-made and politically calculated. Besides, it is difficult to underpin the development given the economic problems the country is currently facing. This research also finds out that VLEs are just more than a saga in Zimbabwe since she still lags behind the world order of internet of things. A few of the interviewees were of the view that teaching and learning though virtual means and ways is not different from the old face-to-face model.

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“…Also, [29] shared similar views about the state of Education 3.0. They aver that students can be creators of knowledge which they can as well share with society to solve problems.…”

Section: New Higher Education Approaches: a Briefmentioning

confidence: 74%

Section: New Higher Education Approaches: a Briefmentioning

confidence: 99%

Section: New Higher Education Approaches: a Briefmentioning

confidence: 99%

See 1 more Smart Citation

Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

Keche¹

2022

Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid

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“…Technology has greatly extended access to student education. We can link the present study with Education 3.0, which is very much involved in knowledge gained from collaboration and creation (Utomo, Bon, & Hendayun, 2018). Flexible learning activities are encouraged, focusing on creativity, and social networking outside the usual boundaries of an institution.…”

Section: Discussion On Findingsmentioning

confidence: 99%

Integrating Technology that Uses Modified SAMR Model as a Pedagogical Framework in Evaluating Learning Performance of Undergraduates

Nair¹,

Chuan²

2021

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This is a case study on the integration of technology using a modified SAMR (Substitution, Augmentation, Modification, Redefinition) model as a pedagogical framework in teaching and learning in a private college in Melaka, Malaysia on a chosen topic in Business Communication. The study was conducted in Summer, 2019. This is a quantitative study with two groups which are control and experimental groups. The control group had gone through the traditional teaching method while the experimental group learned through technology. The model was incorporated with Bloom's Taxonomy and TPACK for credibility and reliability. All four stages of the SAMR Model were investigated for the presence of content, pedagogy, and technology. The study identified that there was the presence of content, pedagogy, and technology in the stages of augmentation, modification, and redefinition while pedagogy and content were absent in the substitution level. However, the integration of technology using the proposed pedagogical framework improved student performance in the last three stages of augmentation, modification, and redefinition with positive results. Overall, the study has evidence that the modified SAMR Model had enhanced and improved student performance. It is hoped that the outcome of this research provides valuable insight and guidance to those who want to integrate technology into the teaching and learning process.

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“…Congreso In-Red (2020) la descentralización del conocimiento y la creación de metodologías personalizadas de enseñanza en espacios innovadores de aprendizaje (Utomo, Bon & Hendayun, 2018). No obstante, la incorporación de las TAC dentro del proceso formativo reglado en educación superior en Colombia es escasa, señalándose como algunas de las causas la falta de capacitación por parte de los docentes o los altos costos que genera su utilización (Valdés, Angulo, Urías, García & Mortis, 2011).…”

Section: Universitat Politècnica De Valènciaunclassified

Estrategia tecnológica para nivelar los presaberes matemáticos en la educación superior

Rueda-Gómez

Rodrı́guez-Muñiz

2020

Libro De Actas IN-RED 2020: VI Congreso De Innovación Edicativa Y Docencia en Red

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Las Tecnologías de la Información y la Comunicación (TIC) permiten utilizar en el ámbito educativo espacios digitales que poseen metodologías innovadoras y creativas para potenciar el aprendizaje de los estudiantes en diferentes áreas del conocimiento. De otro lado, las altas tasas de deserción y repetición en las asignaturas del área de matemáticas en los primeros semestres académicos de la educación superior evidencian, entre otras posibles causas, el bache formativo en los presaberes matemáticos de los estudiantes de nuevo ingreso. El objetivo de este estudio es implementar una prueba piloto del uso de la plataforma online KHAN ACADEMY en estudiantes de nuevo ingreso de una Institución de Educación Superior (IES) colombiana con el fin de fomentar estrategias de mejora que favorezcan los objetivos académicos de los estudiantes en el área de matemáticas. Se concluye que es posible ofrecer a los estudiantes de nuevo ingreso un entrenamiento virtual en el que pueden reforzar los presaberes matemáticos del bachillerato mediante el uso de KHAN ACADEMY, contando con el apoyo activo de los docentes.

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The Integrated Academic Information System Support for Education 3.0 in Higher Education Institution: Lecturer Perspective

Cited by 7 publications

References 6 publications

Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

Integrating Technology that Uses Modified SAMR Model as a Pedagogical Framework in Evaluating Learning Performance of Undergraduates

Estrategia tecnológica para nivelar los presaberes matemáticos en la educación superior

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