Three types of integrated course designs for using mobile technologies to support creativity in higher education

Jahnke, Isa; Liebscher, Julia

doi:10.1016/j.compedu.2019.103782

Cited by 82 publications

(57 citation statements)

References 32 publications

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“…There are also opportunities to synthesize online examination literature with other innovative digital pedagogical devices. For example, immersive learning environments ( Herrington et al, 2007 ), mobile technologies ( Jahnke & Liebscher, 2020 ); social media ( Giannikas, 2020 ), and web 2.0 technologies ( Bennett et al, 2012 ). The literature examined acknowledges key elements of the underlying needs for online examinations from student, academic, and technical perspectives.…”

Section: Discussionmentioning

confidence: 99%

A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity

Butler-Henderson

Crawford

2020

Computers & Education

156

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Digitization and automation across all industries has resulted in improvements in efficiencies and effectiveness to systems and process, and the higher education sector is not immune. Online learning, e-learning, electronic teaching tools, and digital assessments are not innovations. However, there has been limited implementation of online invigilated examinations in many countries. This paper provides a brief background on online examinations, followed by the results of a systematic review on the topic to explore the challenges and opportunities. We follow on with an explication of results from thirty-six papers, exploring nine key themes: student perceptions, student performance, anxiety, cheating, staff perceptions, authentication and security, interface design, and technology issues. While the literature on online examinations is growing, there is still a dearth of discussion at the pedagogical and governance levels.

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Section: Discussionmentioning

confidence: 99%

A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity

Butler-Henderson

Crawford

2020

Computers & Education

156

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“…The goal was to tear down the walls that separate and isolate classrooms, and bring them closer to what is happening in the real world. Using computers and mobile devices, we can enable the shift from isolated technology labs to technology-rich classroom contexts [45].…”

Section: Discussionmentioning

confidence: 99%

Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?

Araya

Collanqui

2021

Sustainability

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Education is critical for improving energy efficiency and reducing CO2 concentration, but collaboration between countries is also critical. It is a global problem in which we cannot isolate ourselves. Our students must learn to collaborate in seeking solutions together with others from other countries. Thus, the research question of this study is whether interactive cross-border science classes with energy experiments are feasible and can increase awareness of energy efficiency among middle school students. We designed and tested an interactive cross-border class between Chilean and Peruvian eighth-grade classes. The classes were synchronously connected and all students did experiments and answered open-ended questions on an online platform. Some of the questions were designed to check conceptual understanding whereas others asked for suggestions of how to develop their economies while keeping CO2 air concentration at acceptable levels. In real time, the teacher reviewed the students’ written answers and the concept maps that were automatically generated based on their responses. Students peer-reviewed their classmates’ suggestions. This is part of an Asia-Pacific Economic Cooperation (APEC) Science Technology Engineering Mathematics (STEM) education project on energy efficiency using APEC databases. We found high levels of student engagement, where students discussed not only the cross-cutting nature of energy, but also its relation to socioeconomic development and CO2 emissions, and the need to work together to improve energy efficiency. In conclusion, interactive cross-border science classes are a feasible educational alternative, with potential as a scalable public policy strategy for improving awareness of energy efficiency among the population.

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“…Technologies are integrated into business, industry and education and are rapidly changing the way we learn, work, live and think. As technologies open up advanced avenues of communication, and new opportunities for interaction, critical thinking, problem solving and access to resources worldwide, educators need to prepare to explore the resultant impact on their role (Isa & Julia, 2020;Snart et al, 2001). Systems theory addresses the International Journal of Technology in Education and Science (IJTES) 75 need for educators to move from working independently to working in a team environment.…”

Section: Literature Reviewmentioning

confidence: 99%

An Investigation of the Teaching Needs of Faculty Members with regard to Technology

Uzorka¹,

Ajiji²,

Osigwe

et al. 2020

IJTES

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To integrate technology in teaching and learning, the need arises to investigate the teaching needs of educators making the transition from a traditional to technology mediated environment. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed, and entered into a database for analysis. Findings reported were technology in teaching. Concluding statements report that participants use technology in their teaching. However, many faculty members are not integrating technology in their teaching or assessment strategies, or using technology in instructional management. Faculty members are interested in learning how to incorporate technology in their teaching and their comments suggest their need to combine technology with principles of pedagogy, andragogy, and constructivism.

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Three types of integrated course designs for using mobile technologies to support creativity in higher education

Cited by 82 publications

References 32 publications

A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity

A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity

Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?

An Investigation of the Teaching Needs of Faculty Members with regard to Technology

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