Learning Technology in Higher Education

Cronjé, Johannes

doi:10.1002/9781118736494.ch8

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…According to some experts, the growth of motivation depends on many aspects besides the availability of media (Rosli et al, 2015;Song & Bonk, 2016). The availability of learning resources that are easy to understand (Cronje, 2016), communication with peers (Binkley et al, 2012), and the ability of teachers (Ertmer & Newby, 2013) to develop learning strategies are aspects that need attention. Thus, the use of multimedia needs to be strengthened by the selection of strategies and other relevant learning resources in order to increase student motivation and learning independence.…”

Section: Practitioner Assessment Resultsmentioning

confidence: 99%

Developing digital multimedia of human anatomy and physiology material based on STEM education

Hidayati

Irmawati²

2019

JPBI

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The development of multimedia based on science, technology, engineering, and mathematics (STEM) to empower students critical thinking skills has not been optimally carried out. The purpose of this research was to develop multimedia of human anatomy and physiology material based on STEM which improve students' critical thinking skills. This research and development (R&D) used 4D Thiagarajan development model which consisted of define, design, develop, and disseminate. The instruments used were interview guidelines, observation sheets, questionnaires, and test. The data obtained consisted of quantitative and qualitative data. The quantitative data was obtained from the test results and the assessments of respondents using a Likert scale, while the qualitative data in the form of experts recommendations. The results showed that the media developed were classified as valid with the scores were 96.89% (media aspects), 97.53% (usefulness), and 85.22% (readability). Furthermore, the prerequisite test results showed that the data are spread normally (p>0.05) and homogeneously (p>0.05) so that the ANACOVA test is continued. The ANACOVA test results showed that students' critical thinking skills taught with multimedia were significantly difference (sig <0.05).This study recommends the use of multimedia in learning human anatomy and physiology.

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Section: Practitioner Assessment Resultsmentioning

confidence: 99%

Developing digital multimedia of human anatomy and physiology material based on STEM education

Hidayati

Irmawati²

2019

JPBI

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“…Quinlan, Corkery and Marshall (2007) argue that studio methodology produces teacherdominated pedagogies and Helena Webster These dilemmas are even more pertinent in the context of a global higher education (HE) landscape of 'worldwide growth and increasing demand for access to HE, changing learner demographics, the need for changes in cost, affordability and economic models for HE' (Cronjé 2016: 135); and in the context of a developing country where 'the relevance of current HE structures is questioned through student protests and decolonisation of education practices is called for' (Gachago, Morkel, Hitge, van Zyl & Ivala 2017:1). Whilst pervasive access to digital technologies (Cronjé 2016) have dramatically transformed our life and work, technology uptake in HE has been limited and slow (Ng'ambi, Brown, Bozalek, Gachago & Wood 2016), until the recent sudden shift to online and remote learning brought about by the Covid-19 Pandemic. This is no less true for architecture education (IUA 2017), where an over-reliance on synchronous online engagements led to 'Zoom fatigue' -a practice that deserves further investigation (Banou & Tahsiri, 2021;Morkel et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Alone in a Group Ten Characteristics of the Live Online Critique

Morkel¹,

Cronjé²

2022

JDS

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The design critique or crit, as it is commonly known, is a prominent educational practice that involves a design tutor guiding and prompting a student to develop design expertise. Although it has become a contested practice often criticized for its teacher-dominated approaches and asymmetrical power relations, it remains at the heart of architectural education. This paper is focused on an undergraduate blended architecture studio in South Africa, that allows students to study whilst working, through online learning engagements, combined with occasional on-campus blocks and office mentorship. This experiment was conducted well ahead of the recent pandemic which led to a sudden online pivot of educational spaces and practices. It explores the characteristics of the live online crit, mediated through a webinar platform. The research instruments include online surveys completed by students, graduates, and design tutors, as well as a focus group interview conducted with the graduates only. Through a thematic analysis of the data, we discovered ten characteristics of the live online crit namely that it is internet-reliant, participant-invisible, ubiquitous, media-intensive, multi-communicational, formal, accessible, work-focused, resource-saving, and inclusive. These results are timeous, given the current reliance on live online learning practices, in response to the regular need for social distancing.

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“…An amalgamation of concepts serves to define mobility as: a manifestation of mobility in particular contexts (Garcia-Cabot et al , 2015; Skillsoft, 2012); mobile stakeholders rather than technology (Vavoula and Sharples, 2009); a multi-dimensional association of technology, learners, and learning (El-Hussein and Cronje, 2010); evolution of mobile knowledge workers, capable of impacting educational expectations and behaviour (Traxler, 2007); connectedness of people as a mobile reality (Traxler, 2010); mobile productivity as a real-world requirement (Park, 2014); and applicable, rhizomatic, and workable mobile preferences (Cronje, 2016). …”

Section: Introductionmentioning

confidence: 99%

Mobile lecturers, mobile students: an exploratory study in a blended architectural technology context

Harpur

2017

JEIM

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Purpose The purpose of this paper is to review mobility-oriented criteria that inform the on-the-move use of digital technology. It addresses aspects of mobile technology-enhancement learning and the perceived differences between mobile lecturers and mobile learners in a higher education (HE) context in an Architectural Technology domain. Design/methodology/approach A review of literature comprising journal and peer-reviewed conference papers, books and e-articles published between 2009 and 2016 was conducted. The review was supplemented by the administration among facilitating lecturers (n=3) and a cohort of undergraduate students (n=14) of custom-designed survey questionnaires, comprising open-ended and closed items. Qualitative analysis via ATLAS.ti of literature sources and questionnaire-based feedback led to a theoretically grounded codebook enhanced by empirically based items. Findings Qualitative analysis of literature sources and respondent feedback produced guidelines for mobility in HE environments and led to a set of 32 criteria grouped pragmatically in six themes, namely: mobile technology; stakeholder outlook; effectiveness; facilitation; capability and interactivity. Furthermore, perceived differences between mobile lecturers and mobile students emerged and informed institutional decisions regarding mobility in educational contexts. Research limitations/implications The study was limited in the following ways: although the all facilitating lecturers (3) and the enroled cohort of students (14) was selected, this sample is small. The institutional comprises several campuses, faculties and departments covering a wide spectrum of domains. However, the study was purposively and conveniently limited to a single innovative and blended, undergraduate Architectural Technology programme. Face-to-face interviews were not feasible limiting primary data collection to online survey questionnaires; and finally, the study was not longitudinal but designed to be based on a “slice in time” context. Practical implications Strategic, tactical, and operational stakeholders such as institutional leadership; administrators; courseware designers; lecturers; and students benefit from this study. Originality/value This study contributes to the body of knowledge by speaking to capabilities of mobile technology in a digital milieu. It guides practical mobility considerations in HE environments and supports competitive advantage decision-making. The paper establishes awareness of mobility differences between mobile lecturers and mobile students thus highlighting concepts associated with the ad hoc use of mobile technology among HE stakeholders.

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Learning Technology in Higher Education

Cited by 5 publications

References 16 publications

Developing digital multimedia of human anatomy and physiology material based on STEM education

Developing digital multimedia of human anatomy and physiology material based on STEM education

Alone in a Group Ten Characteristics of the Live Online Critique

Mobile lecturers, mobile students: an exploratory study in a blended architectural technology context

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