When is Open and Online Learning Relevant for Curriculum Change in Higher Education? Digital and Network Society Perspective

Abstract

The aim of this case study was to evaluate whether there had been educational changes and if so, in which phases of implementation and institutionalization in three African higher education institutions. The changes were evaluated from the point-of-view of trainees in the field of e-learning and library services during the project conducted in 2013-2015. Written texts and visual material were analysed using qualitative content analysis. The enthusiasm and mutual pedagogical understanding of the academic and support service staff were the key factors promoting the changes in the integration of e-learning and modern library services into everyday practices in these higher education institutions. The provision of suitable training and pedagogic skills to the academics and the support service staff made it possible dovetail these concepts to suit their home institution and provide them with a common language and value base that supported student learning.

New alignments for the digital age: insights into connected learning

“…As connected learning is internationalised, it is important to reflect on the meaning of curriculum globally. While several actions have been taken to evaluate new connected learning possibilities, formal or prescribed curriculum is currently constrained by context (Volungevičienė et al 2020), and the values, content and aims of an institution (Williamson 2013). According to Williams, Karousou and Mckness (2011) curriculum can be either institutionally developed in a traditional way (prescribed) or negotiated with students inside a course, which is more contextual and open (emergent).…”

Adopting a socio-technical perspective to rethink the use of ICT in VNFIL

“…We explore the support of VNFIL through ICT from a socio-technical perspective (Sarker et al, 2019). While most studies on VNFIL deal with its social aspects, we aim to contribute to the body of literature dealing with its technical context (Fahrenbach et al, 2019;Kitto et al, 2020;Volungevi ciene˙et al, 2020). The socio-technical perspective provides a framework that illuminates the interdependent relationship and the mutual co-constitution of the technical (i.e.…”

Network Form Development To Implement Life-Long Education

“…1) Ensuring accessibility and rapid dissemination of information resources. The opportunities offered by modern telecommunication technologies make it possible to organize training in various formats, including distance and online ones (Volungeviciene et al, 2020), at a level that meets modern requirements https://doi. org/10.15405/epsbs.2020.10.03.110 Corresponding Author: A. I. Nazarov Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 937 for the quality and effectiveness of professional education.…”

“…The qualitative changes that have taken place in the conditions of the society existence have led to a change in the typologies of people's consciousness and approaches to organizing the educational process both in terms of technologies developed specifically for teaching (Koretsky & Magana, 2019), and in terms of its methodology (Andreev et al, 2020). Distance learning has become increasingly common (Sharshov & Belova, 2018), and online learning is widely used as well (Volungeviciene et al, 2020).…”