Smart University Services for Collaborative Learning

Akhrif, Ouidad; Benfares, Chaymae; Idrissi, Younès El Bouzekri El; Hmina, Nabil

doi:10.1007/978-3-030-37629-1_11

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…According to Ujakpa et al (2020) and Tinmaz and Jin (2019), students should be introduced to practical applications and courses related to 4IR to get hands-on experience and be well-prepared to study and work in the 4IR era. The literature is currently discussing how HEIs should seek to have smart campuses and services (Nenonen et al, 2019;Vasileva et al, 2018;Akhrif et al, 2019), so their students can be prepared to learn and work in 4IR era. This entails the HEIs to develop their infrastructure and have smart campuses, labs, classrooms and libraries to make HEIs a space where knowledge can be generated, and innovative solutions can be proposed.…”

Section: Discussionmentioning

confidence: 99%

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Factors affecting students' preparedness for the fourth industrial revolution in higher education institutions

Al-Maskari¹,

Riyami²,

Ghnimi³

2022

JARHE

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PurposeKnowing the students' readiness for the fourth industrial revolution (4IR) is essential to producing competent, knowledgeable and skilled graduates who can contribute to the skilled workforce in the country. This will assist the Higher Education Institutions (HEIs) to ensure that their graduates own skill sets needed to work in the 4IR era. However, studies on students' readiness and preparedness for the 4IR in developing countries such as the Sultanate of Oman are still lacking. Therefore, this study investigates students' readiness level and preparedness for the 4IR. The findings of this study will benefit the HEIs policymakers, administration, faculties, departments, industries and society at large since they will be informed of the student's readiness and preparedness toward industry 4.0.Design/methodology/approachThe authors adopted the measures from the same context as previous studies in this study. The questionnaire was divided into three sections; the first part described the purpose and introduction of the search with the surety to keep the data confidential. The second part consisted of demographical information like gender, education. The last parts consisted of four subsections, question items in these parts are based on the related previous study. Characteristics consisted of 14 items, knowledge consisted of 18 items related to 4IR technologies, Organizational Dimension comprised of four items related to academic programs, curriculum and training. Preparedness contained two items. The participants have rated all the items in 5-Likert scale.FindingsResults from structural equation modeling showed that students' characteristics, knowledge of 4IR technologies and organizational dimensions significantly impact their preparedness for the 4IR. The study also found that organizational dimensions have the highest impact on students' preparedness. Furthermore, the organizational dimension significantly influences students' knowledge of 4IR technology. Moreover, students' characteristics related to 4IR are significantly affected by their knowledge of 4IR technology and organizational dimension. The findings suggest that HEIs are responsible for increasing the adoption of 4IR, and therefore organizational dimensions such as the academic programs, training, technological infrastructure and others are all critical for preparing students for a better future and should be given a priority.Research limitations/implicationsThis study has used academic programs and training to measure the organizational dimension. However, other important factors should be considered, such as technological infrastructure and leadership and governance of HEIs. Second, the current research depends on quantitative data, so future research should implement a mixed methodology (questionnaires, depth interviews, document analysis and focus group) to understand the factors affecting students' readiness for 4IR clearly. Finally, although the 4IR has numerous benefits, it also has challenges in its implementation, so future studies should focus on challenges encountered by different stakeholders in implementing 4IR-related technologies.Practical implicationsThe curriculum must include mandatory courses related to IT infrastructure design, user experience programming, electronic measurement and control principles, and programming for data science. HEIs should also foster interdisciplinary knowledge by integrating IT, Engineering, Business and Sciences. Furthermore, the HEIs should develop their infrastructure to have smart campuses, labs, classrooms and libraries to make HEIs a space where knowledge can be generated and innovative solutions can be proposed. This entails HEIs offering necessary hardware, software and technical support because if the HEIs improve their technological resources, students will be capable of using 4IR-related technologies effectively.Originality/valueThe advancement of technology has resulted in the emergence of the Fourth Industrial Revolution (4IR), such as artificial intelligence, blockchain, robotics, cloud computing, data science, virtual reality and 3D printing. It is essential to investigate students' readiness for 4IR. However, there is no study as per researchers' knowledge talked about students readiness in HEIs in the Arab world. This study could be a basis for more research on students' perception of the 4IR covering students from various backgrounds and levels.

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Section: Discussionmentioning

confidence: 99%

“…, 2019; Vasileva et al. , 2018; Akhrif et al. , 2019), so their students can be prepared to learn and work in 4IR era.…”

Section: Discussionmentioning

confidence: 99%

Factors affecting students' preparedness for the fourth industrial revolution in higher education institutions

Al-Maskari¹,

Riyami²,

Ghnimi³

2022

JARHE

View full text Add to dashboard Cite

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“…Pembelajaran kolaboratif bahkan tidak hanya sebatas pada metode namun juga dijadikan sebagai model pembelajaran yang mengkolaborasikan teknologi informasi kedalam proses pendidikan seperti saat ini menggunakan bebagai platform media dalam pembelajaran daring. Upaya kolaboratif tersebut merupakan salah satu bentuk untuk meningkatkan keberhasilan dan efektivitas pendidikan (Akhrif et al, 2020). Metode kolaboratif hampir sama dengan metode kooperatif, meskipun masih banyak yang sering berpendapat keduanya adalah metode pembelajaran yang sama secara konsep metode kooperatif berbeda dengan kolaboratif.…”

Section: Pembahasanunclassified

Pembelajaran humanistik Maslow dan Rogers: Implikasi SN DIKTI selama Pandemic Covid-19

Pramudyani

Rohmadheny

Kuntoro

2021

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Pembelajaran student center menekankan partisipasi aktif mahasiswa selama proses interaksi, tetapi Pandemic Covid-19 merubah prosesnya menjadi daring. Perubahan bentuk interaksi dan penyesuaian tujuan pembelajaran harus mengutamakan penerapan karakteristik SN DIKTI. Penelitian ini bertujuan memberikan gambaran tentang implementasi karakteristik pembelajaran di Prodi PG PAUD selama pandemic dengan student center. Penelitian survey cross sectional ini melibatkan mahasiswa aktif (n=54). Instrumen pengumpulan data menggunakan kuesioner berbantuan Google Form. Data dianalisis secara kuantitatif dan dideskripsikan secara deskriptif. Hasil penelitian menunjukkan mahasiswa penuh kesadaran terlibat aktif bersama dosen merumuskan rencana pembelajaran meliputi capaian, tujuan, metode, indikator, rencana aktivitas pembelajaran, dan prosentase penilaian; serta mahasiswa lebih tertarik untuk menyampaikan gagasan daripada mendengarkan ceramah selama perkuliahan. Aktivitas tersebut belum sepenuhnya pembelajaran aktif, namun merupakan bentuk implementasi dari student center teori pembelajaran humanis menurut Maslow dan Rogers. Pembelajaran student center yang humanis sangat sesuai diterapkan pada masa pandemic karena keterbatasan interaksi langsung, khususnya mengembangkan kemandirian mahasiswa.

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A Review on Smart Universities and Artificial Intelligence

Al-Shoqran

Shorman

2021

Studies in Computational Intelligence

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Smart University Services for Collaborative Learning

Cited by 3 publications

References 18 publications

Factors affecting students' preparedness for the fourth industrial revolution in higher education institutions

Factors affecting students' preparedness for the fourth industrial revolution in higher education institutions

Pembelajaran humanistik Maslow dan Rogers: Implikasi SN DIKTI selama Pandemic Covid-19

A Review on Smart Universities and Artificial Intelligence

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