Some Barriers Regarding the Sustainability of Digital Technology for Long-Term Teaching

Svetský, Štefan; Moravčík, Oliver

doi:10.1007/978-3-030-02686-8_71

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…Technology Enhanced Learning (TEL) has been referred to as an 'enduring myth' by Goodchild & Speed, (2018), who also proposed that we are living in the 'fourth epoch' of TEL. The fourth epoch was characterised by the important political and social ramifications of implementing learning technology, which adds a new dimension to Svetsky & Moravcik's (2018) discussion of the technical barriers of TEL. The way in which a technology is used in learning also reflects how that technology impacts society, both within the educational institutions, but also more widely.…”

Section: Routes To Transformationmentioning

confidence: 99%

Show and ‘tool’: How lecture recording transforms staff and student perspectives on lectures in higher education

MacKay

2019

Computers & Education

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Lecture recording is sometimes considered a disruptive technology which has the potential to supplant the traditional higher education model through fundamentally changing how students are taught. Despite this, there is limited evidence that lecture recordings affect student attendance or attainment, and so it is not clear why lecture recording is considered so disruptive. An evaluation was run in a large Russell Group Institution in the UK in 2018 as it rolled out an institute-wide lecture recording programme. In this study, in-depth interviews with 13 staff members and free-text responses from 159 first-year student survey respondents were analysed using constructivist grounded theory to explore why lecture recording is viewed as disruptive, and what the implications of this are for teaching. Both staff and students were concerned with issues which happened inside the classroom (proximate) and wider issues about education (ultimate issues), but these concerns manifested differently between the groups. Overall, the act of recording a space was considered transformative, creating a digital artefact which was both highly valued by students as a 'tool' to improve their learning, but impacting on the overall 'show' that lecturers felt was a core aspect of the lecture. Ultimately, staff were also concerned that recordings 'canonised' the material, and made students too reliant on lectures, whereas students viewed the recordings as a safety net. The implications of this transformative power of recording for teaching are discussed.

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Section: Routes To Transformationmentioning

confidence: 99%

Show and ‘tool’: How lecture recording transforms staff and student perspectives on lectures in higher education

MacKay

2019

Computers & Education

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“…Lastly, this review of research uncovered significant challenges and potential solutions for integrating sustainability into engineering education curricula [37,85,91,120]. The obstacles include the complexities of replacing existing content, resource limitations, a limited understanding of sustainability's social and economic dimensions, and the practical application of sustainability principles in engineering practice [12,72,107].…”

Section: Interpretation Of the Resultsmentioning

confidence: 99%

“…Notably, the surfacing of these topics reprises the yellow cluster on the author co-citation network map, which focused on sustainable technologies. This body of research delves into the integration of sustainability principles through the lens of Industry 4.0 technologies [116,119,120]. This encompasses various facets, including the development of inclusive learning environments tailored for Industry 4.0 adaptive learners and the sustainable utilization of digital technology in long-term teaching strategies [119,120].…”

Section: Topical Analysis Of Engineering Education For Sustainabilitymentioning

confidence: 99%

“…This body of research delves into the integration of sustainability principles through the lens of Industry 4.0 technologies [116,119,120]. This encompasses various facets, including the development of inclusive learning environments tailored for Industry 4.0 adaptive learners and the sustainable utilization of digital technology in long-term teaching strategies [119,120]. Lastly, these studies address the barriers, challenges, and opportunities associated with the incorporation of digital technology into sustainable manufacturing practices [120,121].…”

Section: Topical Analysis Of Engineering Education For Sustainabilitymentioning

confidence: 99%

“…This encompasses various facets, including the development of inclusive learning environments tailored for Industry 4.0 adaptive learners and the sustainable utilization of digital technology in long-term teaching strategies [119,120]. Lastly, these studies address the barriers, challenges, and opportunities associated with the incorporation of digital technology into sustainable manufacturing practices [120,121]. Supplementary Materials files can be accessed through the link provided under the sub-heading "Supplementary Materials".…”

Section: Topical Analysis Of Engineering Education For Sustainabilitymentioning

confidence: 99%

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Traversing the Evolution of Research on Engineering Education for Sustainability: A Bibliometric Review (1991–2022)

Narong,

Hallinger

2024

Sustainability

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Engineering education plays a pivotal role in cultivating the engineering capacity for sustainable development. Nonetheless, there has been no comprehensive review that examines sustainability as a distinct knowledge domain within engineering education. This review filled this gap by conducting a bibliometric review to document the research landscape, analyze the intellectual structure of the literature, and identify emerging research themes. The review sourced 2738 Scopus-indexed documents published between 1991 and 2022. Data analyses included descriptive statistics, co-citation analysis, and keyword co-occurrence analysis. The study identified consistent growth in research output and geographic diversity. Four predominant conceptual themes were identified in the literature: (1) Engineering Education Reform, (2) Engineering Competencies, Pedagogy, and Curriculum, (3) Curriculum Assessment and Benchmarks, and (4) Sustainable Technologies. Findings emphasize the need for defining precise engineering competencies related to sustainability, incorporating diverse teaching methods, and ensuring that sustainability learning outcomes align with changing industry norms, regulations, and accreditation criteria. The study also highlights a growing focus on the use of Industry 4.0 technologies as a means of achieving sustainability outcomes. The review underscores the need for sustained curriculum reform to successfully transform engineering education toward sustainability.

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The Didactic-Technology Challenges for Design of the Computer Supported Collaborative Teaching

Svetský

Moravčík

Tanuška

et al. 2019

The Challenges of the Digital Transformation in Education

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Some Barriers Regarding the Sustainability of Digital Technology for Long-Term Teaching

Cited by 8 publications

References 5 publications

Show and ‘tool’: How lecture recording transforms staff and student perspectives on lectures in higher education

Show and ‘tool’: How lecture recording transforms staff and student perspectives on lectures in higher education

Traversing the Evolution of Research on Engineering Education for Sustainability: A Bibliometric Review (1991–2022)

The Didactic-Technology Challenges for Design of the Computer Supported Collaborative Teaching

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