Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

Abstract

Digital technology and literacy can heighten the transformation of teaching and learning in higher education institutions (HEIs). This study uncovers the extent to which digital technologies have been used to advance the teaching and learning process in HEIs, and the barriers and bottlenecks to why it may not have been effectively implemented across the HEIs. The study used nine selected countries in Latin America (LATAM) based on the main focus of the educators, commercial, and financial investors; to show the level of impact/implications of computer technologies on the teaching and learning processes. We applied a two-step (mixed) methodology (through a quantitative and qualitative lens) for the research investigation, using data collected from survey we administered to faculty members in HEIs across the different countries in LATAM. In turn, we implemented a Text Mining technique (sentiment and emotional valence analysis) to analyze opinions (textual data) given by the participants to help determine challenges and obstacles to using the digital technologies for teaching and learning in the region. Quantitatively, we applied a Kruskal–Wallis H-test to analyze the collected multiple choice and ranked items in the questionnaire in order to identify prominent factors that consummately influence the reach, barriers, and bottlenecks, and where the differences may lie across the different LATAM countries. The results show that the users upheld the emphasis on lack of training, infrastructures and resources, access to internet and digital platforms, as the main challenges to the teaching–learning process. The study also empirically discussed and shed light on critical factors the HEIs, particularly in LATAM, should resolve and adopt in support of the decision-making strategies, operational policies and governance, financial investments, and policymaking, at a time when “digital technologies” have become an inevitable and indispensable part of education and learning.

A Text Mining and Statistical Approach for Assessment of Pedagogical Impact of Students’ Evaluation of Teaching and Learning Outcome in Education

“…It is also important to mention the fact that despite the many promising benefits of the TEL-based education and models, our review of the literature such as Suarez [59] noted that most institutions of learning have consequentially relaxed their assessment criteria so that students' academic performance is not affected, which can be used with repercussions or prone to ineffective learning outcomes or curricula. Indigenous communities or universities in the low-tech regions are also at a structural disadvantage as it concerns the TEL-based education [29], [30], [31], [82], as existing disparities and limited access to training, digital literacy and infrastructure between the rural vs urban regions has shown to be a socio-technical challenge or bottleneck to effective use and implementation of TEL-based models for learning [31], [82]. The UNESCO's Global Education Coalition [31] has also mentioned that while the TEL-based initiatives and technologies are promising, their underlying technicalities, educational goals, and services are only accessible to people with access to a computer and networks services, and in consequence, may breed educational ecosystems of social and technological inequality, or at the same time, span measures on how to scientifically determine and surrogate the pedagogical impact of the digitized-education on learning and outcomes, such as the one done in this study.…”

“…For instance, the MFD model [77], [87], [107] described in this paper, and the other hybrid models for learning [21], [108], [109] that didactically allows the students to choose and learn in either or both remote and in-person settings based on their learning needs and circumstances. Moreover, the flexible and digital models for learning is perceived to help tackle the problem of ''rigidity'' of the curriculums that has been identified as one of the main educational problems in both the literature and in practice [27], [30], [75], [82].…”

“…Our method which consisted of integration of the text mining and statistical approach, addresses one of the main themes or discourse in the current literature that suggests that the most pertinent way of determining the effectiveness of the teaching/learning processes can be combined with the students' comments to produce a more reliable and meaningful appraisal [122], [123]. Moreover, the need for ''data-driven'' segmentation or harvesting of data under technical archetypes, otherwise allied to the concept of ''datafication'' [45], [47], [124], [125], to help inform and improve the pedagogical practices of the higher institutions, as demonstrated in this study, has also been professed as one of the promising ways by which the higher education institutions can gain a better understanding or yet cross-sectional analysis of the learning needs of the students and their teachers [27], [41], [49], [82]. Although, Slade & Prinsloo [45] note that for the educators to gain an effective ''datafied-education'', the stakeholders (e.g., teachers and students) should also be part or take part in defining the context, purpose, and conditions under which or for which the collected educational datasets (e.g., SET) are used and implemented.…”

“…Although, Slade & Prinsloo [45] note that for the educators to gain an effective ''datafied-education'', the stakeholders (e.g., teachers and students) should also be part or take part in defining the context, purpose, and conditions under which or for which the collected educational datasets (e.g., SET) are used and implemented. Besides, an ample analysis and conceptual understanding of the SET can offer context-appropriate solutions for effective design of the educational curriculum, models or frameworks [45], and can provide new and better ways to track, monitor, and improve the educational ecosystems at large [7], [8], [27], [49], [82], [126].…”

Комп’ютерна Графіка: Можливості Інформаційних Технологій У Системі Вищої Освіти

“…У такій схемі дисципліни технічного профілю стануть певними інтегрованими комплексами -через стрімкий розвиток програмного забезпечення сучасних цифрових технологій вони потребуватимуть перманентного оновлення та коригування (аби відповідати сучасним практичним потребам) [7].…”