The University in periods of technological change: a historically grounded perspective

Amirault, Ray J.; Visser, Yusra Laila

doi:10.1007/s12528-009-9016-5

Cited by 17 publications

(8 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Al tener la educación en línea una gran cantidad de características multidimensionales de igual manera demanda una gran cantidad de competencias, obligando a las instituciones de educación superior, pero de manera especial a los docentes, a repensar su rol y competencias dentro de la educación tradicional. La educación superior ha tenido que asumir diferentes procesos tecnológicos, especialmente en la implementación y el uso de las TIC, que interrelacionadas con las exigencias de los innovadores sistemas de administración del aprendizaje han reconstruido y redimensionado el ámbito general de la educación superior (Amirault and Visser 2009;Laurillard 2008;Tapscott and Williams 2010;Abdous and Yoshimura 2010).…”

Section: Los Nuevos Roles De Los Docentes En La Educación Superior: Hunclassified

Nuevos roles de los docentes en la educación superior: Hacía un nuevo perfil y modelo de competencias con integración de las Tic

Camacho

2014

cys

View full text Add to dashboard Cite

Este articulo presenta una aproximación literaria sobre el debate acerca de cuáles son las competencias necesarias que le permitirán a los docentes del sistema de educación superior superar los obstáculos para dar un salto cualitativo hacia un mayor aprovechamiento de las TIC en los procesos de aprendizaje y enseñanza. Para estos fines el autor inicia con unas reflexiones en torno al contexto actual de la educación superior en el marco de las TIC, por otro lado se realiza un análisis comparativo sobre los distintos enfoques de las competencias, modelo de enseñanza y perfil requerido para los docentes en la educación superior. A manera de conclusión se analizan estrategias para superar los obstáculos que no han permitido una mayor expansión de las TIC a partir de una visión sistemática.

show abstract

Section: Los Nuevos Roles De Los Docentes En La Educación Superior: Hunclassified

Nuevos roles de los docentes en la educación superior: Hacía un nuevo perfil y modelo de competencias con integración de las Tic

Camacho

2014

cys

View full text Add to dashboard Cite

show abstract

“…The university system in general faces a serious challenge in adapting to technological change (Amirault and Visser, 2009). Electronic textbooks have the potential to increase flexibility in student access to course materials and enhance the interaction between students and course content (Contreras-Castillo et al, 2004;McFall, 2005;Dorn, 2007).…”

Section: Introductionmentioning

confidence: 99%

The impact of multiple textbook format availability in business education

Chulkov

VanAlstine

2014

Journal of Applied Research in Higher Education

View full text Add to dashboard Cite

Access to this document was granted through an Emerald subscription provided by emerald-srm:448207 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Technology is changing the use of textbooks in higher education. The purpose of this paper is to examine the impact of offering multiple textbook formats in the same economics course using textbooks that provided multiple options including new and used printed books, as well as electronic books. Design/methodology/approach -The study is based on a survey conducted in nine sections of introductory economics classes at a public US university. The study took place within the confines of undergraduate courses that offered textbooks with multiple available formats. A survey collected information about the format each student selected, the factors that students considered when choosing the format, and their overall attitudes about their selection at the end of the semester. Demographic information was also recorded. Findings -The paper finds that students selected a variety of textbook options and identified the factors of cost, ease of use, and learning style as most important to their textbook format decision. Students overwhelmingly support the value of offering choice in textbook formats. In examining student selections further, the paper finds that among students that select an electronic textbook, cost is the dominant factor, while students selecting a new printed textbook mention their learning style and ease of use more often. Students that selected a used printed textbook identified cost, ease of use, and the ability to keep the textbook as factors important to them. Originality/value -This study provides evidence on the impact of having multiple textbook format options within the same course. Overall, the results suggest that the student population has diverse preferences and any uniform policy on textbook format selection may not satisfy the needs of all student groups. Furthermore, students themselves recognize the diversity in learning styles and see value in having options in textbook format selection.

show abstract

“…The convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems and social media applications, is reconfiguring the higher education landscape (Amirault and Visser 2009;Harasim 2006;Laurillard 2008;Tapscott and Williams 2010;Abdous and Yoshimura 2010). The traditional lines between face-to-face teaching and learning (F2FTL) and online teaching and learning (OTL) 1 are becoming progressively blurred, predominantly because of the dramatic rise of online and blended or hybrid offerings (Means et al 2009;Parsad and Lewis 2008;Vaughan 2007).…”

Section: Introductionmentioning

confidence: 99%

A process-oriented framework for acquiring online teaching competencies

Abdous

2010

J Comput High Educ

View full text Add to dashboard Cite

As a multidimensional construct which requires multiple competencies, online teaching is forcing universities to rethink traditional faculty roles and competencies. With this consideration in mind, this paper presents a processoriented framework structured around three sequential non-linear phases:(1) before: preparing, planning, and designing; (2) during: facilitating, interacting, and providing/gathering feedback; and (3) after: reflecting and considering lessons learned. Grounded on existing models and on our experience designing and working with faculty designing and teaching online courses, this framework provides a systemic understanding of the various roles and competencies associated with online teaching. Use of this framework should enable higher education institutions (HEIs) to develop comprehensive and effective faculty development programs, capable of helping faculty create and facilitate effective learning opportunities for all students.

show abstract

The University in periods of technological change: a historically grounded perspective

Cited by 17 publications

References 9 publications

Nuevos roles de los docentes en la educación superior: Hacía un nuevo perfil y modelo de competencias con integración de las Tic

Nuevos roles de los docentes en la educación superior: Hacía un nuevo perfil y modelo de competencias con integración de las Tic

The impact of multiple textbook format availability in business education

A process-oriented framework for acquiring online teaching competencies

Contact Info

Product

Resources

About