Understanding Problems of Practice

Hathaway, Dawn; Norton, Priscilla

doi:10.1007/978-3-319-77559-3_2

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…In evaluating the impact of emerging technologies, Hathaway and Norton (2018) and Heinecke et al (2001) highlight the need for rigorous assessment strategies to gauge the effectiveness of educational interventions. Their findings emphasize the importance of evidence-based practices and robust evaluation methodologies in educational technology integration.…”

Section: Discussionmentioning

confidence: 99%

“…To address these challenges and harness the full potential of emerging technologies in education, it is essential to adopt a comprehensive and holistic approach. This includes investing in infrastructure, providing ongoing training and support for educators, and fostering a culture of innovation and experimentation (Hathaway & Norton, 2018;Müller & Wulf, 2020). By embracing emerging technologies thoughtfully and strategically, educational institutions can empower learners, enhance teaching practices, and prepare students for success in the digital age.…”

Section: Evaluating the Impact Of Emerging Technologies On Student Le...mentioning

confidence: 99%

“…Moreover, Hathaway and Norton (2018) delve into the evaluation of learning outcomes, emphasizing the importance of robust assessment strategies to gauge the effectiveness of educational interventions. Their case study provides valuable insights into best practices for evaluating learning outcomes and addressing challenges in educational research and evaluation.…”

Section: Literature Reviewmentioning

confidence: 99%

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Evaluating the Impact of Emerging Technologies on Student Learning Outcomes: A Case Study of Kabul University, Afghanistan

Hakimi,

Turan,

Fazil

2024

Int. J. Multidiscipline. Approach. Res. Sci.

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This study investigates the integration of emerging technologies in teaching practices at Kabul University, focusing on faculty perceptions, utilization patterns, and associated challenges. Employing a mixed-methods approach, data was collected through surveys and semi-structured interviews from 127 Students across various academic faculties. Quantitative analyses, including ANOVA, regression, and correlation analyses, were conducted to examine relationships between familiarity with emerging technologies, perceived impact on student engagement, and frequency of integration into teaching practices. Thematic analysis of interview transcripts provided qualitative insights into faculty experiences and perspectives. Findings reveal diverse utilization patterns, with a significant proportion of instructors frequently integrating emerging technologies into their teaching practices. However, challenges such as the lack of technical support and infrastructure emerged as significant barriers to technology integration. The study underscores the critical role of faculty training and professional development programs in effectively leveraging emerging technologies to enhance teaching and learning experiences. Recommendations include the implementation of robust support systems and targeted training initiatives to address barriers and maximize the potential of emerging technologies in higher education contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Evaluating the Impact Of Emerging Technologies On Student Le...mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Evaluating the Impact of Emerging Technologies on Student Learning Outcomes: A Case Study of Kabul University, Afghanistan

Hakimi,

Turan,

Fazil

2024

Int. J. Multidiscipline. Approach. Res. Sci.

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Understanding the Relational Web of Adolescent Spirituality: The Outcomes of a National Inquiry in One Christian School System

Fitzsimmons,

Hill

2024

Breaking the Silos

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Emerging Educational Design in Online Training in Higher Education

Sánchez

Quiroz

2021

PEC

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Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture. Keywords: instructional design, higher education, open educational resources, research-based design

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Understanding Problems of Practice

Cited by 4 publications

References 20 publications

Evaluating the Impact of Emerging Technologies on Student Learning Outcomes: A Case Study of Kabul University, Afghanistan

Evaluating the Impact of Emerging Technologies on Student Learning Outcomes: A Case Study of Kabul University, Afghanistan

Understanding the Relational Web of Adolescent Spirituality: The Outcomes of a National Inquiry in One Christian School System

Emerging Educational Design in Online Training in Higher Education

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