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1.
Although there have been many claims that technology might enhance university teaching, there are wide variations in how technology is actually used by lecturers. This paper presents a survey of 795 university lecturers’ perceptions of the use of technology in their teaching, showing how their responses were patterned by institutional and subject differences. There were positive attitudes towards technology across institutions and subjects but also large variations between different technologies. Two groups of technology were identified—“core” technologies, such as Powerpoint, that were used frequently, even when lecturers felt that they were not having a positive impact on learning, and “marginal” technologies, such as blogs, that were used much less frequently and only where they fitted the pedagogic approach or context. Rather than there being “leading” universities that were the highest users of all technologies, institutions tended to be heavier users of some technologies than others. Similarly, subjects could be associated with particular technologies rather than being consistent users of technology in general. The study suggests that university technology policy should reflect different disciplines and contexts rather than “one size fits all” directives.  相似文献   

2.
While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts.  相似文献   

3.
This article is based on a survey carried out at Imperial College, to understand better needs, problems, advantages/disadvantages and solutions in the use of new technologies in a specific context, such as engineering education. In comparison with other research on this matter, perceptions, benefits and barriers to using computer-assisted learning and information and communication technologies in higher education, the present study reveals something more about the use of educational technologies in scientific subjects: many lecturers believe that technical subjects do appear to benefit greatly from the ability to teach using real-life computer simulations which help with student motivation and understanding. Moreover, the use of computers allows practical experiences and help in data analysis, and often work would be impossible without computers. Nevertheless, the survey results indicate that, although there are many advantages in the use of computers in teaching and learning, there are many difficulties for lecturers in using the new technologies because of logistical problems, such as lack of time, technical support, appropriate software and hardware, etc. There is a need to consider what support can be offered and how, on a national level.  相似文献   

4.
In 2014, we investigated how socio‐demographic factors such as gender, teaching disciplines, teaching experience and academic seniority were related to the perception and use of digital mobile technologies in learning and teaching of a group of university teachers from one research‐intensive university in New Zealand. Three hundred and eight teachers from this university completed an online questionnaire and 30 of them participated in a follow‐up interview. Survey results showed that while there was a strong positive correlation between using mobile technologies for personal learning and their use in teaching, only a small number of participants utilised mobile technologies in their learning and the vast majority also did not use these technologies in their teaching, More female teachers and humanities teachers used mobile devices and applications more frequently than male teachers and teachers from other academic disciplines. Also, female teachers had a more positive perception in learning and using mobile technologies. Junior teachers also tended to be more positive in technology use. While the overwhelming majority of the interview participants also perceived positive benefits of incorporating mobile devices and applications into their teaching, it was found that female teachers paid greater attention to pedagogy when considering mobile technology use and the lack of professional development limited their use in teaching.  相似文献   

5.
A challenge faced by most heads of academic departments around the world is to manage the adoption and use of appropriate learning technologies in order to support the department’s learning offerings to students. Earlier research undertaken by the authors revealed that lecturers within the Department of Marketing and Retail Management at the University of South Africa believed a learning management system (LMS) to be the most appropriate technology to use. The experience of the Chair of Department, however, is that lecturers are using the university’s proprietary LMS, myUnisa, either to a limited extent or hardly at all. Consequently, further research was undertaken targeting the other Chairs of Departments and selected senior lecturers within the School of Management Sciences, to which the Department of Marketing and Retail Management belongs, in order to identify ways of increasing the use of myUnisa amongst lecturers.  相似文献   

6.
The extent to which students profit from a university course depends on the lecturers?? approach to teaching, with a student-focused approach being more supportive for student gains in competences than a teacher-focused approach. Little is known, however, about how to foster a student-focused approach to teaching. In this paper, we want to investigate how to frame the feedback lecturers obtain from students?? course evaluations in such a manner that a student-focused approach to teaching is encouraged. In two studies using either a qualitative or a quantitative methodology it can be shown that providing lecturers with a feedback on students?? subjective gain in competences (output-focused teaching evaluation) is more effective in promoting a student-focused approach to teaching than a feedback on how satisfied students were with the lecturer (process-focused teaching evaluation). Results are discussed in the context of the Bologna reforms which demand a continuous evaluation of all university courses.  相似文献   

7.
This paper examines the usage of institutional and non-institutional technologies to support learning and teaching in UK higher education. Previous work on disruptive technology and disruptive innovation has argued that users prefer simple and convenient technologies, and often repurpose technologies from designers' intentions; this paper evaluates its data in relation to this argument. The paper uses a structured observation as its research instrument; seven participants (three lecturers and four students) were given one of two tasks. Results showed the participants using a narrow range of technologies, and showed a preference for non-institutional over institutional technologies. The paper argues that there is a misalignment between the technologies provided by higher education institutions (HEIs) and the technologies used in practice by students and lecturers, and further argues that disruptive technology and disruptive innovation comprise a useful means of assessing the likely success, in terms of usage, of a technology.  相似文献   

8.
The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.  相似文献   

9.
ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.  相似文献   

10.
In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate IT into their instruction, and the constraints they face. Twenty-one lecturers in the colleges of education at three universities participated. The data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive, employing Miles and Huberman’s interactive data analysis model. Findings show that lecturers’ computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages. Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and the lack of appropriate initial and continuous staff development. This study is part of the nucleus of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in “developing” and/or low-income countries like Zimbabwe.  相似文献   

11.
The use of online technology within universities is increasing. However, this expansion is not accompanied by an associated increase in investment in lecturers' pedagogical knowledge to assist them in the transition. The major challenge now is to encourage the use of pedagogically sound technologies. At present, lecturers often lack the tools to describe the journey that they take when embarking to teach online. This paper focuses on the journey undertaken by a group of lecturers at a Western Australian university as they explored the relationship between their pedagogy and technology in a 1-year research project in which they engaged in monthly professional development workshops. At the concluding workshop the lecturers drew diagrams in order to add visual representations to their reflection process. The diagram, therefore, can be used as a diagnostic tool to identify lecturers' positions in relation to their pedagogy and use of technology and as a developmental tool to show their journey towards a more integrated approach in their online teaching.  相似文献   

12.
This article provides insights into how participating in an action research study challenged traditional beliefs about teaching practices and led to more active learning strategies being included in English for Specific Purposes (ESP) Science classes at a Vietnamese university. Recent reforms in higher education teaching and learning by the Vietnamese government have placed increased demands on universities to employ more active learning approaches to meet future global needs. In Vietnam, university teaching has generally been based upon traditional lecturing, whereas active learning requires a more student-centred approach whereby students engage cognitively in learning through increased participation and take greater responsibility for inquiring into new knowledge in meaningful and critical ways. Using a participatory action research approach, interviews, observations and planning meetings were undertaken with eight Science lecturers who were currently teaching ESP. The findings revealed how the lecturers underwent positive pedagogical shifts from traditional lecturing to more constructivist approaches to teaching and learning over the time of the study.  相似文献   

13.
This study examined how university lecturers in pre-service secondary school teacher education programs in Zimbabwe conceptualize instructional technology (IT) integration. Twenty-one lecturers in the colleges of education at three universities participated. Interviews were used for collecting data, and analysis was done using Miles and Huberman’s (1994) interactive data analysis model. Findings show that the conceptualization of IT and its integration by the majority of the lecturers was largely hardware in nature, with focus put on viewing technological tools as audiovisual tools or aids. Lecturers with qualifications in IT viewed IT and its integration from what Schiffman (1995) calls a narrow systems view. Most of the lecturers used technological tools for illustrating key points in their lecture delivery, and lecturers who used computers used these for lecture preparation. This is a preliminary study to understand the basis on which the broader integration of technology may be explored in the Zimbabwean context.  相似文献   

14.
《Africa Education Review》2013,10(3):415-428
ABSTRACT

The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers’ usage of rubrics is limited. This article explores the lecturers’ perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.  相似文献   

15.
Engaging identities in a regional university classroom   总被引：1，自引：0，他引：1  
This paper examines the coincidence between how lecturers teach and what students expect to learn at a regional university in Australia. It looks outside cognitive and behavioural theories of motivation to find that both students and lecturers are driven by a common goal, but it is not a methodology. I examine the ways in which students and lecturers seek support for their identity, and how their desire for recognition can support or interfere with the aims of education. The paper proposes that one of the fundamental challenges in higher education is to understand what goes on in-between students and lecturers in the university classroom. While many lecturers in this study are already doing this, there continues to be only an intuitive understanding of what motivates the relation between learning and teaching.  相似文献   

16.
Abstract

The use of social networking technologies (SNTs) for academic purposes has created new pedagogy opportunities, especially for well-resourced teaching and learning institutions. This article reports on a study that analysed the use of SNTs for postgraduate research supervision at a South African university classified as previously disadvantaged during the apartheid era. The current democratic government is trying to ameliorate the consequences of the Bantu Education Act by paying greater attention to historically disadvantaged institutions (HDIs). Although the study generated quantifiable data from a questionnaire, it largely employed the qualitative research approach and was underpinned by the connectivism theory of learning. A structured questionnaire and an interview schedule were used to collect quantifiable and qualitative data, respectively, from 32 postgraduate students who were enrolled for research by distance learning and eight lecturers who supervised postgraduate research. Quantifiable data from the structured questionnaire was analysed and plotted on graphs while qualitative data from the interviews was thematically analysed. The study findings revealed that the use of SNTs had positively impacted on postgraduate supervision and improved the success rate in students’ problem-solving skills and critical thinking at one rural-based HDI. From the study findings, it is recommended that more resources be channelled to the South African HDIs, to equip both their students and lecturers with the requisite knowledge and skills to effectively harness SNTs into research supervision, as well as teaching and learning, through deliberately designed online learning platforms, so that they can catch up with all-white historically advantaged institutions (HAIs) on research output.  相似文献   

17.
This paper explores the emotional journey associated with changing one's teaching and learning practices and how this constitutes emotional work. The paper analyses the emotions evident in the data from a small-scale phenomenological study of lecturers who are using technological tools in their teaching, learning and assessment practices in one higher education institution. The discussion illuminates the nature and scale of the emotional work experienced by some lecturers when changing their teaching and learning practices to incorporate technology. It indicates that this challenge is so extreme that even the most committed advocates of online teaching practices may consider giving up and reverting to traditional ways of teaching. The paper identifies strategies that lecturers use to manage the anxieties they experience in their adoption of online tools.  相似文献   

18.
Embedding academic literacy into the curriculum and regular subject teaching has received little attention in Norwegian higher education (HE). The present article, drawing on the findings of two studies carried out in 2013/14, seeks to amend this. The first study, an action research study, exposes how lecturers in one of the faculties at Oslo and Akershus University College perceive their role in teaching and guiding students’ discipline-specific literacy, in particular academic writing. Collaborating with the faculty in a joint action research project, we seek to empower the lecturers, and develop pedagogical methods that are suitable for academic literacy teaching and guidance, and thereby make a change in the institution. The second study analyzes the academic literacy skills and knowledge of new students. We follow students in their final semester in upper secondary school, and identify how they are prepared for academic literacy in HE. Together, the studies reveal that despite the students’ preparation for higher studies, they are not fully qualified for meeting the demands of academic literacy. When entering HE, the students are still in need of guidance to establish textual meta-perspectives and to develop relevant disciplinary literacy practices. However, the lecturers are neither fully qualified for nor willing to include this topic in their content teaching.  相似文献   

19.
多媒体技术作为辅助教学的工具,不仅在高校体育课程教学上起到一定的作用,在体育教学管理方面也有着广泛得用途。但在实际的教学过程中,利用多媒体方面仍然存在着忽视、摒弃不用或是盲目、过分依赖等诸多问题,这对教学的质量有着极大的影响。  相似文献   

20.
Previous research has established a close link between students'conceptions of learning, approaches to study and learning outcomes.Until recently, there have been few studies of lecturers' approaches toteaching in higher education and their relationship with conceptions ofteaching. This study aimed to characterise the alternative approaches toteaching of university lecturers, and to examine the relationshipbetween lecturers' approaches to teaching and their conceptions of goodteaching. This study adopted an open naturalistic approach. Seventeenlecturers in three departments in a university were selected forinterview based on their rank, years of teaching and industrial orprofessional experience. Lecturers were interviewed individually abouttheir conceptions of good teaching, motivational strategies andeffective teaching. The interview records were then content analysed bythe two researchers of the study. The study found that (a) it waspossible to characterise lecturers' approaches to teaching with onemotivation and five strategy dimensions; (b) the conceptions of teachingof the lecturers were best described by two main orientations oftransmissive and facilitative teaching; (c) lecturers who conceivedteaching as transmitting knowledge were more likely to usecontent-centred approaches to teaching, while those who conceivedteaching as facilitative tended to use learning-centred approaches. Thestudy concludes by suggesting that fundamental changes to the quality ofteaching and learning are unlikely to happen without changes tolecturers' conception of teaching.  相似文献   

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