Systemic Changes in Higher Education

Siemens, George; Matheos, Kathleen

doi:10.37119/ojs2010.v16i1.42

Cited by 33 publications

(10 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To name a few, such topics have included everything from artificial intelligence to digitalization, future learning paradigms, globalization, marketization, microcredentials, and workforce skills development (Aoun, 2017;Cormier et al, 2019;Facer, 2011;Future Skills Council, 2020;Macdonald, 2019;Macgilchrist et al, 2020;Selwyn et al, 2020). Intertwined with scholarship examining the role of technology in the future of education are discussions about the ways in which social, political, cultural, and economic forces are shaping higher education (Barber et al, 2020;Brown et al, 2020;Siemens & Matheos, 2010;Tierney, 2020). The relationships between higher education and these forces are complex and Facer (2011, p. 14) urges researchers and practitioners "to rewrite the relationship between education, socio-technical change and the future if we are to ensure that socio-technical changes of the next two decades do not simply serve to produce futures of profound inequality and environmental degradation.…”

Section: Review Of the Relevant Literaturementioning

confidence: 99%

Canadian Faculty Members’ Hopes and Anxieties About the Near-Future of Higher Education

Veletsianos

Johnson²

2023

CJLT

View full text Add to dashboard Cite

Higher education worldwide is facing several challenges spanning from economic, social, technological, demographic, environmental, to political tensions. Calls to rethink, reimagine, and reform higher education to respond to such challenges are ongoing, and need to be informed by a wide variety of stakeholders. To inform such efforts, we interviewed thirty-seven faculty members at Canadian colleges and universities to develop a greater understanding of their hopes and anxieties about the future of higher education as they considered what higher education may look like five years into the future. Results centred on four themes: (1) anxieties and hopes are shaped by supports and resources from various sources, (2) faculty members face anxiety over matters that negatively impact them but are beyond their control, (3) faculty members hope that “good” comes from the COVID-19 pandemic, and (4) faculty members hope for a well-rounded education that will enable students to succeed both within and beyond their careers. Implications for these findings suggest a need to direct research efforts and practices toward more hopeful futures for higher education, especially in the context of online and blended learning.

show abstract

Section: Review Of the Relevant Literaturementioning

confidence: 99%

Canadian Faculty Members’ Hopes and Anxieties About the Near-Future of Higher Education

Veletsianos

Johnson²

2023

CJLT

View full text Add to dashboard Cite

show abstract

“…Recent teacher trends have emphasized the importance of learning with technology instead of learning about technology (Li, 2003). One of the new technological advances that are widely used in the classroom today is a Smart Board to increase a student's knowledge and motivation (Rakes, Flowers, Casey, & Santana, 2006;Siemens & Matheos, 2010;Knezek, Christensen, Bell, & Bell, 2006). The technological capabilities of the Smart Board and its accompanying software are very compelling to students, effectively engaging them in the learning content.…”

Section: Literature Reviewmentioning

confidence: 99%

The Contribution of the Smart Board to the Improvement of Learning Results in the Subject of Mathematics

Orhani

2023

IJASSE

View full text Add to dashboard Cite

This research aims to explore the contribution of the Smart Board in improving students' results in mathematics. The main goal of our research is to reveal and understand how the Smart Board contributes to the improvement of students' results in the subject of mathematics. With a special focus on upper secondary school students, this study uses qualitative methodology to understand the contribution of technology to the learning process and students' skills. Teachers and students were interviewed to highlight their perceptions and experiences regarding the use of the Smart Board. The results provide a clear look at the role and value of the Smart Board in mathematics classrooms, addressing potential issues and making recommendations for more successful use of this technology in education. This research contributes to the existing literature related to the use of technology in the field of education and brings a new perspective on the use of the Smart Board in the context of mathematics in the classroom. The results of this research confirm that the Smart Board has a positive impact on the mathematics learning process and student motivation. Detailed discussion of these points will provide a rich and concise summary of the findings and their implications for the field of education.

show abstract

“…Education in the 21 st century has witnessed a major paradigm shift. A number of factors ranging from global dynamics, curricula changes such as the ongoing shift towards competency-based curriculum, economic, political, social, cultural, technological, and labour market aspects have all prompted these changes (Palloff & Pratt, 2013;Siemens & Matheos, 2010).…”

Section: Introductionmentioning

confidence: 99%

Value-Based Education Incorporation in Competency-Based Curriculum -Recipe for All-inclusive Education for Enhanced Global

Ngwacho

2024

JKNCU

View full text Add to dashboard Cite

Value-Based Education (VBE) is rooted in values, religion, morals, culture, and character moulding for all-inclusive growth. Ideals and attitudes are key aspects of cognitive knowledge and are significant in achieving and enhancing harmony across communities. Value-based education promotes values for all-inclusive education that enhances global citizenship and patriotism. These may be incorporated into learning institutional curriculums to augment value formation. Significantly, value education brings forth social justice, sustainable development, common humanity, progression of vital principles, and impartiality for harmonious co-existence. There is a necessity to channel out citizens who are capable of responding to upcoming challenges. The objective of this discourse is to evaluate how VBE might be entrenched in learning institutions’ curricula as part of the paradigm shift in the already coxed changes in our education systems in the context of the competency-based curriculum. The review procedure involved in this discourse included documentation and examination of literature mirroring educational values and global citizenship. Comparative evaluation and Qualitative description were utilized to cross-examine the role of VBE in enhancing harmonious living and accelerating economic growth. This discourse established that values shape character which in turn augment academic attainment, collaboration, and unity, fortify associations, and accelerate the realization of sustainable development.

show abstract

Systemic Changes in Higher Education

Cited by 33 publications

References 23 publications

Canadian Faculty Members’ Hopes and Anxieties About the Near-Future of Higher Education

Canadian Faculty Members’ Hopes and Anxieties About the Near-Future of Higher Education

The Contribution of the Smart Board to the Improvement of Learning Results in the Subject of Mathematics

Value-Based Education Incorporation in Competency-Based Curriculum -Recipe for All-inclusive Education for Enhanced Global

Contact Info

Product

Resources

About