Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review

Mhlongo, Siyabonga; Mbatha, Khanyisile; Ramatsetse, Boitumelo; Dlamini, Reuben

doi:10.1016/j.heliyon.2023.e16348

Cited by 34 publications

(11 citation statements)

References 114 publications

(150 reference statements)

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“…According to this defined question, can give a more focused answer and concentrate on the data provided by the research. this is also parallel to the research findings of Mhlongo, Mbatha, Ramatsetse, Dlamini (2023). The main challenges that the philosophy of e-learning faces with m-learning include the need for a stable Internet connection for users, the challenges of managing rich and complex content, and the lack of flexibility in access.…”

Section: Discussionsupporting

confidence: 66%

Philosophy of e-learning vs m-learning

2023

Futurity Philosophy

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Aims. This study aimed to provide an in-depth analysis of e-learning and m-learning philosophy in the context of technology use in education. This research aimed to provide a deep and defined understanding of the impact of e-learning and m-learning philosophy in the context of education today. Methodology. The methodology used for this research was a literature review, which was oriented by a systematic and analytical approach, to identify, analyse and evaluate the relevant writings and studies in the field of e-learning and m-learning philosophy. Initially, the field of the study was identified and defined, including the main topics and concepts related to e-learning and m-learning philosophy. Through the content analysis, the main trends, differences, and challenges arising from these two learning modalities have been identified. Results. The results of the literature review served as a basis for further research in the field of education and technology, aspiring to contribute to the development of a comprehensive teaching approach that aligns with the needs of our rapidly advancing technological era. Scientific Novelty. One innovative aspect was the increased analysis of the synergy between e-learning and m-learning. This analysis went beyond a simple examination of the benefits and challenges of each, but also explored the shared opportunities that arose from their combination and matching, that could serve as a model for the development of a common learning approach. Conclusion. In conclusion, e-learning and m-learning philosophies serve as attractive paradigms for the use of technology in education. E-learning offers opportunities for research and advanced learning through online resources, while m-learning encourages active participation and the use of mobile technology for a personalised learning experience. These paradigms have a profound impact on students' critical and analytical skills, promoting a more dynamic and interactive approach to learning.

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Section: Discussionsupporting

confidence: 66%

Philosophy of e-learning vs m-learning

2023

Futurity Philosophy

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“…The findings reveal that, to realize meaningful pedagogical use of ICT competences need a continuous process of planning, practice and reflection analoguous of a spiral of unknown end posited by Ferrari et al (2014). It also needs adoption of innovations in teacher education for relevant practice (Mhlongo, Mbatha, Ramatsetse, & Dlamini, 2023). Despite the positive feedback from participants' practice in the LMS (Extract 1), it could be noted that, unless TCs support tutors to own the process of teaching with ICT and provide necessary ICT resources, the envisaged potential of pedagogical use of ICT competences in teacher education would hardly be realized.…”

Section: Designing Ict Integrated Lesson Activitiesmentioning

confidence: 96%

Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

Lubuva,

Ndibalema,

Mbwambo

2024

AGJSR

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PurposeThe study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.Design/methodology/approachSurvey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.FindingsThere was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.Research limitations/implicationsThe intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.Practical implicationsThe results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.Originality/valueCreating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

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“…In this dynamic environment, strategic time management is essential for maintaining academic rigor and quality clinical education [20]. Healthcare academicians must develop adaptive approaches tailored to their unique challenges, ensuring they effectively fulfill their diverse responsibilities while staying abreast of healthcare industry developments [40].…”

Section: Background Of the Studymentioning

confidence: 99%

A Systemic Model for Resilience and Time Management in Healthcare Academia

Antoniadou,

Antoniadis

2024

Preprint

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Academics in healthcare grapple with the challenge of efficiently managing time while addressing diverse roles and responsibilities, leading to heightened levels of anxiety and stress within the academic community. The primary objective of this study is to offer a sustainable and systemic solution to the prevalent time-management challenges in healthcare academia, through the development of a predictive model. Employing systemic analysis software and adopting a systemic management approach, we crafted a model to address academic time-management concerns. The dynamics of time allocation for academicians are governed by three fundamental pillars: teaching, research, and administrative tasks. Significantly prioritizing administrative tasks depletes valuable academic time, making time management within academia excessively costly. This occurs as highly skilled individuals find themselves diverted towards administrative duties at the expense of their academic roles diminishing resilience levels. The proposed Timebooster Academic Systemic Model (TASM) advocates for the cultivation of soft skills in academia, en-compassing prioritization, seeking assistance, and addressing tendencies of perfectionism and procrastination. Additionally, TASM recommends the implementation of full automation, delegation of administrative responsibilities, and the mitigation of both overt and covert time-consuming elements. Furthermore, TASM reports on the pivotal role of the academic resilient manager-leaders, who actively contribute to their own satisfaction and academic growth by enhancing collaboration and teamwork. Time-management challenges emerge as a critical determinant of academic well-being and resilience. Systemic models, exemplified by TASM, offer a valuable framework for investigating prioritization concerns, identifying administrative impediments in academic processes, and managing low-value time-consuming elements. The TASM model, along with the systemic philosophy underpinning its design, presents an avenue for advancing the exploration of time-management phenomena within the context of healthcare academia.

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Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review

Cited by 34 publications

References 114 publications

Philosophy of e-learning vs m-learning

Philosophy of e-learning vs m-learning

Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

A Systemic Model for Resilience and Time Management in Healthcare Academia

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