2022 EDUCAUSE Horizont Report. Teaching and Learning Edition

Baldassarri, Sandra

doi:10.24215/18509959.32.e14

Cited by 19 publications

(25 citation statements)

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“…and communication technologies (videoconferencing, discussion boards, chat, and email) are available to promote larger-scale knowledge exchange. 5 The shifting of educational strategies, with increased reliance on Web-based learning resources and videoconferencing solutions during the COVID-19 pandemic, has been described by other authors. 6,7 Although it is reasonable to assume that engagement with e-learning platforms and resources would increase due to the COVID-19 pandemic, there are limited published data available that quantify the usage of individual e-learning platforms during this period, or the extent to which changes in these utilization rates may be associated with accessing COVID-19 related content.…”

mentioning

confidence: 89%

Changes in utilization of online pediatric educational resources during the coronavirus disease 2019 pandemic

Daniel

Krotinger

Wolbrink

2023

Pediatric Investigation

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confidence: 89%

Changes in utilization of online pediatric educational resources during the coronavirus disease 2019 pandemic

Daniel

Krotinger

Wolbrink

2023

Pediatric Investigation

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“…From this point on we should consider that the LMS as a term, may then include the notion of productivity, and that when it is signaled in the literature, that there is a need to consider greater collaboration and partnerships between themselves and their students. This points to the need to increase the deployment of systems designed to use the cloud, artificial intelligence, improved analytics, and increased use of models drawn from social media and gaming [33,34] all of which are being well used in the workplace.…”

Section: Considering a Future Statementioning

confidence: 99%

Perspective Chapter: The Learning Management System of 2028 and How We Start Planning for This Now

Sankey¹,

Marshall²

2023

Higher Education - Reflections From the Field - Volume 2

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It has been said for years that, in the near future the Learning Management System (LMS) will become a thing of the past. Some suggest this should already be the case, but it has not been possible to break our institutional dependence on this technology. In the meantime, institutions have developed sophisticated networks of tools, largely built off the back of LTIs and xAPIs to seamlessly make the LMS a pervasive convenor of learning. These tools include media streaming, virtual classrooms, collaboration tools, plagiarism checking, ePortfolio, voice interaction, peer-review/learning, brainstorming, H5Ps and the list goes on. All that is left for the traditional LMS to do is to mediate these tools, house and collate assessment and scaffold the different learning scenarios. Admittedly it also helps the institution link to other organizational tools such as student management and curriculum management systems. This chapter looks at the future implications and examines a range of views from technology enhanced learning professionals from across the sector. The views being canvased may provide institutions with a framework to help them consider their future directions and how the evolving technology landscape may see newer ways of using emerging technologies to better support or student cohorts.

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“…Therefore, many principals in the schools took their own initiative to arrange in-house training workshops for their teachers' professional development in areas that include pedagogy, the use of ICT, the curriculum and some other needed issues (NCED, 2014). From a global perspective, a recent report (Pelletier et al, 2021) indicates that, despite the urgency of the COVID-19 pandemic, there has been no increase in the level of adoption of OER as required course material, where 70% of faculty retain the use of traditional textbooks. So, this shows that the growth of OER adoption is not linked to the growth of awareness (Pelletier et al, 2021) or the desire of teachers to use informal learning as a way to improve their professional development and work environments.…”

Section: Problem Statementmentioning

confidence: 99%

“…From a global perspective, a recent report (Pelletier et al, 2021) indicates that, despite the urgency of the COVID-19 pandemic, there has been no increase in the level of adoption of OER as required course material, where 70% of faculty retain the use of traditional textbooks. So, this shows that the growth of OER adoption is not linked to the growth of awareness (Pelletier et al, 2021) or the desire of teachers to use informal learning as a way to improve their professional development and work environments.…”

Section: Problem Statementmentioning

confidence: 99%

“…The use of OER in education will continue to grow in the coming years (Pelletier et al, 2021), especially since UNESCO has called for OER to be used to promote learning and knowledge sharing (Butcher, 2015). Teachers' integration of OER in teaching becomes significant and enhances the quality of education (Alberola-Mulet et al, 2021).…”

Section: Implications and Limitationsmentioning

confidence: 99%

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Teachers' informal learning characteristics in using open educational resources in relation to their innovative work behavior

Al-Awidi

Al-Furaih²

2023

IJILT

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PurposeInformal learning is an effective and motivating strategy to support the learning process. Informal learning has received increased attention recently due to the coronavirus disease 2019 (COVID-19) pandemic. However, finding effective ways to facilitate innovative teaching and learning through open educational resources (OER) is a vital issue. The purpose of the current study is to investigate the informal learning characteristics (ILC) (i.e. observation, imitation, exploration, innovation and articulation) of teachers in using OER and whether these characteristics have any relationship with teachers' innovative work behavior (IWB, i.e. opportunity exploration, idea generation, idea promotion and idea realization) in schools.Design/methodology/approachThe current study utilized a descriptive quantitative survey approach. A survey with three parts was developed: the Open Educational Resources Scale (OERS), the Teachers' Informal Learning Characteristics Scale (TILCS) and the Teachers' Innovative Work Behavior Scale (TIWBS). The information was gathered from a sample of 2,024 teachers working in Kuwait's public schools through an online survey.FindingsThe results revealed that social media, YouTube, PowerPoint and games were the most common open resources used by teachers. Teachers' responses on the TILCS showed that observation was the most common among teachers and exploration was the second. Responses on the TIWBS showed that idea generation was the highest. When using OER, the results showed that all five subscales of the TILCS and all four subscales of the TIWBS were linked in a good way.Research limitations/implicationsThis study had several limitations that should be considered in future research. First, the data collection method was self-report. Future research necessitates adopting qualitative methods such as participant observations where IWB can be monitored and documented. Another limitation is almost all teachers have smartphone with Internet access, which may have affected the results. This situation might not be found in other countries since a large percentage of young people in Kuwait use information and communication technology as is the case in other Gulf region countries.Practical implicationsThis study expects that this kind of support will be reflected on teachers' IWB which accelerates teachers' movement toward upper IWB tasks such as idea promotion and idea realization. This support will motivate teachers to transform teachers' innovative ideas into useful applications and try to assist teachers' colleagues through conducting workshops or inviting well-known educators to present their experiences to school personnel.Social implicationsThis study can be a guide to help teachers be independent, self-directed, problem-solving-oriented and internally motivated by incorporating the assumptions of andragogy theory. Furthermore, this study points out the high tendency of teachers to use OER and helps to plan teachers' professional development programs that take Andragogical tendencies into account in addition to developing teachers' lifelong learning skills.Originality/valueThe results implied that teachers have obvious ILC toward OER, specifically through observation and exploration to create their own innovations in their work environments. With the appropriate internal and external incentives and support from school administrators, this study expects that teachers will move forward toward upper informal learning stages such as innovation and articulation and toward upper tasks in IWB such as idea promotion and idea realization. As a result, schools as places of work can go through a lot of changes if new OER-related applications and workshops are added.

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2022 EDUCAUSE Horizont Report. Teaching and Learning Edition

Cited by 19 publications

References 0 publications

Changes in utilization of online pediatric educational resources during the coronavirus disease 2019 pandemic

Changes in utilization of online pediatric educational resources during the coronavirus disease 2019 pandemic

Perspective Chapter: The Learning Management System of 2028 and How We Start Planning for This Now

Teachers' informal learning characteristics in using open educational resources in relation to their innovative work behavior

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