Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

Abstract

In today's world, new technologies are being used for the teaching‐learning process in the classroom. Their use to support learning can provide significant advantages for the teaching‐learning process and have potential benefits for students, as many of these technologies are a part of the work life of many current professions. The aim of this study is to analyse the use of innovative technologies for engineering and science education after examining the data obtained from students in their learning process and experiences. The study has been focused on computational geographic information systems, which allow access to and management of large volumes of information and data, and on the assessment of this tool as a basis for a suitable methodology to enhance the teaching‐learning process, taking into account the great social impact of big data. The results allow identifying the main advantages, opportunities, and drawbacks of using these technological tools for educational purposes. Finally, a set of initiatives has been proposed to complement the teaching activity and to improve user experience in the educational field.

[Retracted] Impact Assessment of Big Data on Higher Education Management Based on Time‐Varying Clustering Sampling Algorithm

“…The main reason is the lack of a clear definition of teaching effect. According to relevant studies, there are obvious differences between teaching effect and its concept [ 14 ]. For example, as a teacher, the depth of research in his field is not necessarily proportional to the teaching effect.…”

An integrated numerical visualization teaching approach for an undergraduate course, Flow in Porous Media: An attempt toward sustainable engineering education

“…Thus, lack of visualization and complications in the analytical solutions makes it difficult for students to fully understand the course module, which will negatively affect their interest, performance, and professional development. Fortunately, we are living in the era of advanced information communication technology, where the computer is used to provide comfort for our daily activities with the educational sector significantly improved by the introduction of this technology [9,43,45,59].…”

Understanding higher education students' developing perceptions of geocapabilities through the creation of story maps with geographical information systems

“…Professional GIS applications are used to support not only the teaching and learning of geography (Fargher, 2018) and environment (Perugini & Bodzin, 2020) by mapping with tools like ArcGIS Online, but also those of history (Scarlett et al, 2019) by layering text and data onto maps with technologies such as ArcGIS StoryMaps (https://story maps.arcgis.com/). The wide-ranging applicability of GIS technologies to different higher education disciplines (Balram, 2019) often makes it challenging to ensure that students are developing geographical knowing as they use GIS applications (Pérez-delHoyo et al, 2020). Walkington et al (2018) describe this as 'geocapabilities' or geographical disciplinary expertise that comprises spatial thinking, geographical imagination, structured exploration of places, ethical thinking and integrative thinking about society and environment.…”

“…Geographical information systems (GIS) capture and store data with respect to geographical locations (Pérez‐delHoyo et al., 2020). The widespread accessibility of web‐based GIS such as Google Maps have enabled us to engage with geographical information in our daily lives and emerging job markets in GIS‐related professions have also boosted offerings of GIS‐related courses and degree programmes in higher education (Balram, 2019; Solem et al., 2013).…”