This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Global Faculty Development for Online Language Education Steve McCarty
Distinguished Speaker presentation at the International Webinar held on October 1, 2020 in New Delhi by the School of Foreign Languages, Indira Gandhi National Open University. This presentation shows how global faculty development represents surprisingly specific actions to bring educators and university faculties up to global academic standards. We could be heroes with online presence and achievements that bring individual recognition and higher global rankings. In the current world situation, teaching online is suddenly universal, and lifestyles will continue largely online. For language teachers, the presentation will consider many educational technologies, whether needing high data processing or preferably low bandwidth, and useful for teachers as well as students.
Online Education as an Academic DisciplineSteve McCarty
The author's 40th Slideshare is the opening presentation at the Online Teaching Japan Summer Sessions on August 24, 2020 at 10-11:30 (Watch for the Zoom URL or recording later). This presentation places online education in a disciplinary context, charting historical, pedagogical, institutional and cultural dimensions of e-learning. The evolution of online academic conferences will be of particular relevance to this event. Online education will be seen in a broad sense, and as a pan-disciplinary set of meta-skills beyond subject matter expertise.
Symposium on Utilizing Emerging Technologies and Social Media to Enhance EFL ...Steve McCarty
This symposium presentation at the International Association of Applied Linguistics AILA 2014 World Congress in Brisbane, Australia examines the impact and potential of communication technologies in learning EFL. Case studies focusing on higher education in Japan show how mobile technologies and social media could improve language acquisition in Asian EFL contexts and beyond. Teaching with sound pedagogies and communication technologies, accessed by computers and hand-held devices, can bring about better outcomes through ubiquitous language learning. Impacts can span from better language comprehension to active involvement in learning communities generated in cyberspace. This symposium will thus detail how these emerging technologies are utilized to reform EFL classroom practices. The international presenters, based at five different universities, will theoretically and practically examine factors for successful EFL learning with emerging technologies. M-learning can generate contexts for active learning with learners as agents and creators rather than spectators or recipients of knowledge. We will particularly examine a) how to implement m-learning in institutional settings, b) what makes learners willingly use mobile devices and become involved in social contexts they themselves generate, and c) how teachers can help learners with scaffolding to develop agency as individuals who voluntarily engage with the social context. Among the emerging technologies demonstrated are Social Media, such as Facebook and Twitter, media players like iPods, tablet computers like iPads, iBooks Author for interactive, illustrated, multimedia artifacts that students can also create, and blended e-learning using a content management system and smart phones for m-learning. These studies will shed light on motivational attitudes towards these technologies for language learning, and measure how these tools have impacted L2 acquisition. This slideshow combining the five presentations in the symposium was lost after AILA failed to post it as promised, then rediscovered after five years.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Implementing e-learning in far western region of Nepal by Gajendra Sharma* and Mahesh Prashad Bhatta in Crimson Publishers: Electronics and Telecommunications
The rapid developments of internet and communication technologies have materially altered many characteristics and concepts of the learning environment. E-learning has started to make way into developing countries and is believed to have huge potential for governments struggling to meet a growing demand for education while facing shortage of expert teachers, shortage of update textbooks and limited teaching materials. The objective of this study is to determine the major challenges of implementing e-learning systems in far western region of Nepal. The results of this study will serve as a basic for improving higher education in developing countries. There are many commercial or free e-learning systems available on the market. Most of these e-learning systems provide lot of functionality and modules. Some courses are completely based on e-learning resources instead of traditional learning model. E-learning system also offers graphs and charts of student’s results. This system is based on linear workflow. That means students can see new learning resources and tests only after previous was done. Students can also create their own learning plan by defining dates. System is able to export this plan into general calendar format or remind students via e-mail.
https://crimsonpublishers.com/cojec/fulltext/COJEC.000514.php
For More open access journals in Crimson Publishers
please click on link: https://crimsonpublishers.com
For More Articles on Electronics and Telecommunications
Please click on: https://crimsonpublishers.com/cojec
This is a paper which I presented during the 2016 APQN. The paper is about establishing OER in Fiji, how the establishment motivated directed QA process.
Global Faculty Development for Online Language Education Steve McCarty
Distinguished Speaker presentation at the International Webinar held on October 1, 2020 in New Delhi by the School of Foreign Languages, Indira Gandhi National Open University. This presentation shows how global faculty development represents surprisingly specific actions to bring educators and university faculties up to global academic standards. We could be heroes with online presence and achievements that bring individual recognition and higher global rankings. In the current world situation, teaching online is suddenly universal, and lifestyles will continue largely online. For language teachers, the presentation will consider many educational technologies, whether needing high data processing or preferably low bandwidth, and useful for teachers as well as students.
Online Education as an Academic DisciplineSteve McCarty
The author's 40th Slideshare is the opening presentation at the Online Teaching Japan Summer Sessions on August 24, 2020 at 10-11:30 (Watch for the Zoom URL or recording later). This presentation places online education in a disciplinary context, charting historical, pedagogical, institutional and cultural dimensions of e-learning. The evolution of online academic conferences will be of particular relevance to this event. Online education will be seen in a broad sense, and as a pan-disciplinary set of meta-skills beyond subject matter expertise.
Symposium on Utilizing Emerging Technologies and Social Media to Enhance EFL ...Steve McCarty
This symposium presentation at the International Association of Applied Linguistics AILA 2014 World Congress in Brisbane, Australia examines the impact and potential of communication technologies in learning EFL. Case studies focusing on higher education in Japan show how mobile technologies and social media could improve language acquisition in Asian EFL contexts and beyond. Teaching with sound pedagogies and communication technologies, accessed by computers and hand-held devices, can bring about better outcomes through ubiquitous language learning. Impacts can span from better language comprehension to active involvement in learning communities generated in cyberspace. This symposium will thus detail how these emerging technologies are utilized to reform EFL classroom practices. The international presenters, based at five different universities, will theoretically and practically examine factors for successful EFL learning with emerging technologies. M-learning can generate contexts for active learning with learners as agents and creators rather than spectators or recipients of knowledge. We will particularly examine a) how to implement m-learning in institutional settings, b) what makes learners willingly use mobile devices and become involved in social contexts they themselves generate, and c) how teachers can help learners with scaffolding to develop agency as individuals who voluntarily engage with the social context. Among the emerging technologies demonstrated are Social Media, such as Facebook and Twitter, media players like iPods, tablet computers like iPads, iBooks Author for interactive, illustrated, multimedia artifacts that students can also create, and blended e-learning using a content management system and smart phones for m-learning. These studies will shed light on motivational attitudes towards these technologies for language learning, and measure how these tools have impacted L2 acquisition. This slideshow combining the five presentations in the symposium was lost after AILA failed to post it as promised, then rediscovered after five years.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Implementing e-learning in far western region of Nepal by Gajendra Sharma* and Mahesh Prashad Bhatta in Crimson Publishers: Electronics and Telecommunications
The rapid developments of internet and communication technologies have materially altered many characteristics and concepts of the learning environment. E-learning has started to make way into developing countries and is believed to have huge potential for governments struggling to meet a growing demand for education while facing shortage of expert teachers, shortage of update textbooks and limited teaching materials. The objective of this study is to determine the major challenges of implementing e-learning systems in far western region of Nepal. The results of this study will serve as a basic for improving higher education in developing countries. There are many commercial or free e-learning systems available on the market. Most of these e-learning systems provide lot of functionality and modules. Some courses are completely based on e-learning resources instead of traditional learning model. E-learning system also offers graphs and charts of student’s results. This system is based on linear workflow. That means students can see new learning resources and tests only after previous was done. Students can also create their own learning plan by defining dates. System is able to export this plan into general calendar format or remind students via e-mail.
https://crimsonpublishers.com/cojec/fulltext/COJEC.000514.php
For More open access journals in Crimson Publishers
please click on link: https://crimsonpublishers.com
For More Articles on Electronics and Telecommunications
Please click on: https://crimsonpublishers.com/cojec
This is a paper which I presented during the 2016 APQN. The paper is about establishing OER in Fiji, how the establishment motivated directed QA process.
O artigo versa a análise, desenho e implementação de um projecto de formação em e-learning no Estabelecimento Prisional Especial de Santa Cruz do Bispo. O objectivo é criar um modelo de intervenção integrado e estruturado, susceptível de replicação, que favoreça a (re)integração social de população reclusa. Realizou-se um diagnóstico de necessidades através de um inquérito por questionário a 45 reclusas que permitiu traçar o seu perfil e desenhar o referencial de formação. Posteriormente, elaboraram-se pacotes formativos que foram sujeitos a testes de usabilidade e que serão implementados no grupo seleccionado. Tecnologias de informação e comunicação, técnicas de procura de emprego, criação de empresas, inglês básico, higiene e segurança no trabalho e ainda educação cívica compõem as formações propostas. Cremos que o e-learning poderá solucionar alguns dos obstáculos identificados na formação de reclusos, nomeadamente a ausência de motivação, a falta de flexibilidade e adaptação a estilos e ritmos de aprendizagem, bem como à alteração das rotinas diárias dos estabelecimentos prisionais. O projecto resulta do reconhecimento da importância do trabalho em parceria e da urgência em encontrar formas inovadoras de actuar junto de populações vulneráveis, apostando na precocidade da intervenção e no envolvimento dos beneficiários na construção das respostas de reintegração social.
JORNADA
LAS MEMORIAS DE RSE, INVERSIÓN SOCIALMENTE RESPONSABLE, RSE
E IGUALDAD, EMPRESAS MULTINACIONALES ESPAÑOLAS Y RSE
14,15 de octubre de 2010
Escuela Sindical Juan Muñiz Zapico -Madrid
Diapositivas del trabajo final de comportamiento organizacional.
Analisis del comportamiento organizacional en el patio de autos "Vehiculos Valdivieso "
Developpement durable & IT pour les Entreprises Greenprevost
Green IT symposium
Overview of green IT (in a perspective of the IT for green company)
Point de vue sur le Green IT (comment l\'IT peut soutenir les entreprises Green)
Introduction et présentation en Français du système de templating flexible templavoilà framework. Il rends l'expérience utilisateur avec TYPO3 plus agréable et la gestion des contenus très flexible.
RESEARCH AND PRACTICE OF A BLENDED TEACHING MODE BASED ON SMALL PRIVATE ONLIN...IJCI JOURNAL
With the continuous development of information technologies, the pace of education informatization is
accelerating increasingly. The traditional classroom-teaching mode cannot fully meet students’ learning
demands. Due to the emergence of new teaching forms in the post-pandemic era, rapid development of IT
applications, national education-informatization policies and deployment, and the plight of the traditional
teaching mode, there is a need to explore new ideas and patterns of integrating information technologies
and teaching approaches. With the course of Heat Transfer as an example, this study expounds a blended
teaching mode based on small private online courses (SPOC) on course aims, teaching contents, teaching
methods, and evaluation approaches under the background of informatization. The results show that this
teaching model can enhance students' learning effect and comprehensive ability effectively. The rules of
blended teaching were explored to guide teaching improvement.
E education or e Learning is the process of sharing knowledge through various channels such as e books, CDs, webinars, etc. Its main aim is to use digital technologies to enhance education. This new model of learning is radically changing our concept of education. It has revolutionized the conventional method of chalk and board style of learning. Today, e Learning is adopted in almost all training institutions, in both the public and private sectors. This article provides an introduction to e Education Matthew N. O. Sadiku | Paul A. Adekunte | Janet O. Sadiku "E-Education: An Introduction" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59812.pdf Paper Url:https://www.ijtsrd.com/humanities-and-the-arts/education/59812/eeducation-an-introduction/matthew-n-o-sadiku
International Accreditation Organization tells you about the role of technology in education, what are the impact of students, how it can be implemented.
Research and Practice of a Blended Teaching Mode based on Small Private Onlin...ijejournal
The rate of education digitization is accelerating due to the ongoing development of information technologies. The demands of student learning cannot be fully met by the conventional classroom-teaching method. Due to the emergence of new teaching forms in the post-pandemic era, rapid development of IT applications, national education-informatization policies and deployment, and the plight of the traditional teaching mode, there is a need to explore new ideas and patterns of integrating information technologies and teaching approaches. This study elaborates on a blended teaching mode based on small private online courses (SPOC) on course goals, teaching contents, teaching methods, and evaluation approaches against the background of information technology by using the course of Heat Transfer as an example. The results demonstrate that this instructional strategy can enhance students' learning effect and comprehensive ability effectively. The rules of blended teaching were explored to guide teaching improvement.
The article describes a proposed model for assessing the quality of higher distance education based on the technologies of the Information and Communication. This model can be adopted by higher education institutions in order to ensure proper use of Information Technologies and Communication in teaching and learning processes, and strategic processes that support the distance education. This research will use models and success stories from other countries as a basis for generating a preliminary model. Furthermore, this research contains initial reports and results as to justify the contribution of it.
The online learning in English language has been going along with the rapid
development and diffusion of the information and communication
techologies and shifted from being merely marginal trend to become
popular, where the number of higher education institutions has dramatically
increased to offer and led to extremely changes many aspect in learning
societies. This study explores the technical abilities, technology accessibility
and self-directed learning that contribute to student attitudes towards online
English learning in predicting the continuance intention of the online
learning. This study employed quantitative approach. There were 10 tertiary
students interviewed as preliminary study, then 36 students were surveyed
through questionnaire in a pilot test. The validated questionaire were used in
this study on the 102 students. Rasch measurement model was utilized to
validate the 25 items of questionnaire, meanwhile the Smart PLS ver. 2.0
was used to assess the regression of exogen to endogen variables. The study
concluded that self- directed learning contributed to the attitude towards
online English language learning as mediator to continuance intention of
online learning. The ability and positive attitude in using digital technology
must be present to support English learning current and forthcoming. The
next research can focus more on how students adapt to a variety of rapidly
changing technologies to support their English skills.
Lami 2Shaymaa lami William MatterEnglish 1301March 08,20.docxsmile790243
Lami 2
Shaymaa lami
William Matter
English 1301
March 08,2018
Technology and Education
The technology has done tremendous things on our society today particularly in the field of education. In medieval times, books were rare and only an elite few had access to educational opportunities. Today, massive amounts of books, audio, images, and videos, are available at one’s fingertips, the opportunities for formal learning are available online worldwide, access to learning opportunities today is unprecedented in scope thanks to technology, So, It has to be understood that the schooling system has been positively impacted as both students and teachers are now able to perform their task efficiently (Collins, 2013). The using technology is becoming a universal medium and source for most of the information that flows through eyes, will be facilitate the process of education on widely and availability of computers in schools these days has enabled students and teachers have unlimited access to many categories of education. The advances in the technology are very helpful in distance learning and transforming the way people are educated.
I think the technology has helped a lot in raising the understanding level of students and improving education in many ways, it is good tool in building interest in studies as a result students' attendance is increased in institutions which availing technology education. "Technology can give teachers and students great resources, new opportunities for learning, ways to collaborate and create, and save money. Technology is a very powerful tool for education" (David Andrade, 2009). The technology can improve student achievement and it is improving education in many ways, of which active Learning Interactive technologies supply stimulating environments that encourage student involvement in the learning process, there are many studies that support the advantages of using multimedia to help students construct knowledge and work cooperatively. Interactive technologies aid teachers with creating new learning environments.
Let’s look at assistive education technology and how that can the improve the functional capabilities of a child with a disability. Online learning, can offer disabled students some additional perks, most notably the convenience and flexibility to accommodate individual needs and the people separated by distance and time and often do not include consideration of the needs of people with disabilities. In fact, the design of many distance learning courses erects barriers to the full participation of students and instructors with some types of disabilities.
Introduction of any new tool into academia is a matter of great interest among educators, this is particularly evident when the tool is technology and the domain of academia. The teachers already shoulder tremendous responsibilities; technology can create an equitable and efficient system that supports both teaching and ...
ICT in 21st-century Education by Arooj Fatima.pptxAroojFatima84619
ICT is top of the priority of every sector of life. ICT Play a significant role in education. It helps in better understanding of students and manage their learning.
Similar to Online Learning: Increasing Learning Opportunities (20)
Compensation still matters: language learning strategies in the third millenn...James Cook University
Digital media play enormous roles in much of the learning, communication, socializing and ways of working of “Net-Generation” learners who are growing up in a wired world. Living in this digital era may require different ways of communicating, thinking, approaching learning, prioritizing strategies, interpersonally communicating, and possibly developing compensatory techniques for information gaps among other categories of Language Learning Strategies. The Net-Geners therefore, need new skills and new strategies to perform successfully as learners and workers. This study uses a mixed-methods approach that includes concurrent quantitative and qualitative data (i) to identify the Net-Generation learner’s strategy preferences based on the “Strategies Inventory for Language Learning” (SILL) categories currently considered the most comprehensive strategy inventory and (ii) to identify possible emergent compensation strategies among Net-Geners as a comprehensive study of the strategies used by the Net-Geners is clearly beyond the scope of this article. The results indicate that compensation strategies have undergone a number of modifications and are used differently by the Net-Geners in order to compensate their knowledge gap and help enhance their ESL learning.
Students’ perceptions and experiences towards the educational value of online...James Cook University
Hajhashemi, K., Caltabiano, N., & Anderson, N. (2016). Students’ perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31(2), 1-17.
Digital discourse markers in an ESL learning setting: The case of socialisati...James Cook University
Shakarami, A., Hajhashemi, K., & Caltabiano, N. (2016). International Journal of Instruction, 9(2), 167-182. doi: 10.12973/iji.2016.9212a
Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as „linking words‟, „linking phrases‟, or „sentence connectors‟ to bind together pieces of a text like „glue‟. The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the process view of writing. Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
Parental stress, affective symptoms and marital satisfaction in parents of ch...James Cook University
Lovisotto, R., Caltabiano, N., & Hajhashemi, K. (2015). International Journal of Humanities and Social Science, 5(10), 30-38.
Abstract: Parents of children with Autism Spectrum Disorder (ASD), a life-long developmental disorder, responded to an online survey considering their stress experience, affective symptoms and marital satisfaction. As these parents sourced different programs for their children, type of program was used to assign parents to different groups in order to consider their stress, affective symptoms and marital satisfaction. The type of programs parents used included the Applied Behaviour Analysis (n=15); Early Intervention Centre (n=13) and no formal program (n=16). Parents of children with ASD in the ABA group reported significantly lower parental stress scores, lower affective symptoms scores and higher marital satisfaction scores compared to the other two groups. These results are suggestive of the beneficial effect that an ABA program can have on the family unit.
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
Time perspective, hope, and learning strategy among rural australian universi...James Cook University
Ganzer, J., Caltabiano, N. J., & Hajhashemi, K. (2015). Time Perspective, Hope, and Learning Strategy among Rural Australian University Students. British Journal of Education, Society & Behavioural Science, 10(4). doi: 10.9734/BJESBS/2015/19449
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
The use of personal pronouns: A comparison between Iranian and Malaysian dyadsJames Cook University
Yazdi-Amirkhiz, S. Y., Abu Bakar, K., & Hajhashemi, K. (2014). The use of personal pronouns: A comparison between Iranian and Malaysian dyads. International Journal of Applied Linguistics & English Literature, 3(1), 245-248. doi: 10.7575/aiac.ijalel.v.3n.1p.245
Abstract: The present paper is part of a larger study which comparatively examined the collaborative discourse of two Iranian and two Malaysian dyads. The members of the dyads were all female and of the same English language proficiency. Core findings of the study on the typology and the frequency of the pronouns used by the participants in the course of eleven sessions of collaborative writing are reported. The content analysis of their pair talk for pronouns indicated that Iranian participants tended to use “I” and “you” considerably more than their Malaysian counterparts, whereas Malaysian participants were found to have a stronger tendency to use “we” more often. The findings are discussed with regard to the macro-cultural dichotomy of world cultures (collectivist/ individualist).
The relationship between multiple intelligences and reading proficiency of ir...James Cook University
Hajhashemi, K., Akef, K., & Anderson, N. (2012). The Relationship between Multiple Intelligences and Reading Proficiency of Iranian EFL Students. World Applied Science Journal (WASJ) 19(10), 1475-1483.
Abstract: The purpose of this study was to examine the relationship between multiple intelligences (MI) and reading proficiency of Iranian EFL pre-university students and to look into the role that gender plays. To find out the relationships among the naturally occurring variables, the researcher employed a descriptive and ex post facto design. The participants were 128 randomly selected pre-university students. The researcher utilized three instruments, namely: 1) a demographic questionnaire; 2) the Persian version of Mckenzie’s MI Inventory; and 3) a standardized reading proficiency test retrieved from paper-based TOEFL® tests. Analyzing the data using t-test, it was found that there was a statistically significant difference in the mean of musical-rhythmic intelligence scores of the low achievers and the high achievers which was positive and stronger among the low achievers. Accordingly, it seems that the high achievers may have lower musical intelligence, which also indicates that better readers may be less intelligent ‘musically’. A statistically significant difference was also found between the mean bodily-kinesthetic intelligence scores of the two genders which was positive and stronger among the females. No significant difference was found between the male and female students in their reading proficiency scores.
Relations between language learning strategies, language proficiency and mult...James Cook University
Hajhashemi, K., Shakarami, A., Anderson, N., Yazdi-Amirkhiz, S. Y., & Zou, W. (2013). Relations between Language Learning Strategies, Language Proficiency and Multiple Intelligences. Academic Research International, 4(6), 418-429.
Abstract: The theory of multiple intelligences (MI) developed by Gardner, proposes at least nine different human intelligences that are distinct and relatively autonomous human intelligences through which people learn. It has been theorized that knowing our MI profile assists us to learn and use this awareness to obtain necessary information and knowledge from a lesson. Characterizing learners’ personal MI profiles thus may enhance learning. Language learners’ learning process, on the other hand, can be facilitated through the use of language learning strategies, particularly if the strategies have been explicitly developed by instructors who possess knowledge about individuals’ learning styles. This paper presents data from an exploratory study to investigate any possible relationship between ESL students’ MI profiles and their use of language learning strategies and hence their proficiency level, as measured by the MUET (Malaysian University English Test).
Digital self efficacy and language learning enhancement in an online settingJames Cook University
Shakaramia, A., Khajeheia, H., & Hajhashemi, K. (2013). Digital Self-Efficacy and Language Learning Enhancement in an Online Setting. Journal of Basic and Applied Scientific Research (JBASR), 3(11), 80-84.
Abstract: The importance of personal factors such as personality traits, learning strategies, self-esteem, and self-efficacy in the complicated task of language learning has been established for years. However, the introduction of computers, networks and their wide communication affordances, seem to impact many aspects of learning and teaching and particularly language learning and teaching. The storage place, manner, and magnitude of learning materials for example, have shifted from the human mind to portable digital storage places that consequently require different types of aggregation, retrieval, and usage of information. Noting the rapid communication of today through networking, ICT competency plays important roles with all its related applications and software that turn the talented user into an enhanced player in the wired world. It was the underlying premise of this research study to identify how freshman Iranian language students view their technology competencies and command to impact their socialization and web-assisted language learning process in the connected world of today.
It was found that most of the Kazerun Islamic Azad university students of English (34 freshman )show positive attitudes toward the adoption of online learning materials and web-based socialization applications such as facebook’s group tool and online forums as their preferred tool for discussion and interaction in the language learning course. At the end of semester the higher digital self -efficacy students scored higher in their conversation test compared to the lower digital self -efficacy students. Users with high computer self-efficacy not only benefit from their capability to use computer in their language learning activities, they would also benefit from group self-efficacy in their web-based language learning tasks and interactions.
A brief review of theoretical underpinning, definitions and typical configura...James Cook University
Yazdi Amirkhiz, S. Y., Kamariah, A. B., Roselan, B., Arshad, A. S., & Hajhashemi, K. (2012). A brief review of theoretical underpinning, definitions and typical configurations of collaborative writing. International Journal of Applied Linguistics & English Literature, 1(4), 197-204.
Abstract: The aim of this paper is to review the underlying concepts, theoretical background, the existing definitions, various forms of collaborative writing normally used in educational settings as well as some sample studies carried out in different contexts. The article begins by providing an epistemological dichotomy of the existing educational paradigms and discusses the positioning of collaborative learning in relation to the dichotomy (transmissional vs. transformative). It then considers how collaborative writing is theoretically backed up by the ideas of Bakhtin (1981), Halliday (1978), and Vygotsky (1978). The review also compares the salient definitions of collaborative writing and critically contrasts various configurations of collaborative writing with regard to the findings of research studies. The article concludes by recommending a few directions for the future research.
A validation study of the persian version of mckenzie's (1999) multiple intel...James Cook University
Hajhashemi, K., & Wong, B. E. (2010). A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH), 18(2), 343-355.
The relationship between iranian efl high school students’ multiple intellige...James Cook University
Hajhashemi, K., Yazdi Amirkhiz, S. Y., & Parasteh Ghombavani, F. (2011). The Relationship between Iranian EFL High School Students’ Multiple Intelligence Scores and Their Use of Learning Strategies. English Language Teaching, 4(3), 214-222.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Online Learning: Increasing Learning Opportunities
*Karim Hajhashemi1,a, Neil Anderson2,b, Cliff Jackson3,c
and
Nerina Caltabiano 4,d
1,2,3
School of Education, James Cook University, Australia
4
Department of Psychology, James Cook University, Australia
a
karim.hajhashemi@my.jcu.edu.au
*Corresponding author
Keywords: Higher education, ICT, Online Learning.
Abstract. Internet and networked technologies have expanded delivery mode opportunities in
education. In recent years, many universities have offered either predominantly online
courses or online learning platforms embedded within traditional modes of on-campus and
face-to-face learning. Online learning has thus developed into a priority within modern
educational facilities and has grown significantly both in Australia and other countries. To
consider the connection between student learning and effective integration of technology, this
study provides an overview about the requirements for learning in a modern society. It will
discuss current reforms in higher education to accommodate a new generation of digital
Australians and to prioritize teaching and learning issues in online environments.
1. Introduction
The integration of ICT in educational settings has accelerated the growth of online learning
and potentially changed the way instruction is delivered to students. Researchers in the field
argue that ICT has proven its potential to satisfy the promising expectations of learning by
assisting in the delivery of high-quality services [1, 2]. According to Barber and Mourshed
[3], facilitating learning with ICT improves the quality of learning. They also believe that
ICT provides an opportunity “to put greater ownership for learning in the hands of students,
who themselves can help lead the way to unleash the power of ICT for learning” [3]. Indeed,
the internet and networked technologies allow flexible approaches to learning through the
judicious use of multiple embedded pedagogical elements: access to learning resources via
contemporary technologies (e.g. learning management systems [LMS], Blackboard, other
internet applications); flexible delivery of learning experiences (e.g. podcasting, iLectures);
collaborative and interactive activities (e.g. via LMS, Web 2.0 technologies); face-to-face and
distance education. These technologies have expanded the delivery modes of education, and
made fundamental changes to students’ learning environment experiences. In recent years,
many universities have increasingly offered either wholly online courses or used online
learning as an adjunct to traditional modes of learning.
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2. Literature Review
In the 21st century Australia’s capacity to provide a high quality of life for all will depend on
the ability to compete in the global knowledge and innovation economy. Education equips
young people with the knowledge, understanding, skills and values to take advantage of
opportunity and to face the challenges of this era with confidence [4, 5]. In this economic and
political climate, students are viewed as important customers within the corporate model of
education. Students’ expectations of what they want from a university are higher than before
due to the expenses involved in obtaining a degree [6]. In response to the existing milieu,
university administrators have become more conscious of their student customers and more
attentive to the significance of engagement with learning and teaching to maintain long-term
market share and financial viability.
The Internet and ICT are integral to modern education trends in tertiary learning and
teaching. Contemporary Australian tertiary education practice has provided students with the
opportunity to complement face-to-face classes with online resources via learning
management systems. Traditionally, courses were offered in internal or face-to-face mode.
However, today, some courses are offered either fully or partially online. Online learning has
made it possible for the educational institutions to increase the accessibility and opportunity
of learning for those whose access was limited in the past. It facilitates learning for those who
cannot participate internally, i.e. women staying at home with their young children. It also
makes study fit with part time work better. Specifically, the rollout of the national broadband
provided impetus for learning institutions to complement their current mode of delivery by
introducing partial, and in some cases, full access to online courses. This learner accessibility
also required a commensurate change in teaching mode. JCU is well placed geographically to
embrace this shift as it serves learners not only residing regionally but also those from rural
and remote communities.
As the effective use of ICT and technology in course delivery has become more
widespread, some researchers have pointed to its impacts on students achievement and
engagement in the learning process [1, 7]. More recently, McCoog [1], Henry et al. [8], and
the Bill and Melinda Gates Foundation [9] highlighted the importance of thoughtful and
purposeful use of technology to facilitate students’ achievements. They stated that it should
help exploration of other learning avenues in the process of differentiating instruction with
clear educational goals. It should also engage students in creative information gap activities
and real experiential learning. To address the obstacles to US educational innovations and tap
the potential of technology, for instance, the Bill and Melinda Gates Foundation (2010)
argued that utilizing technology intelligently can dramatically improve American students’
readiness and completion. Furthermore, the emergence of the Net-generation students, born
between 1977 to 1997, has placed additional pressure on universities and their staff to
include a prominent role for technology in their teaching and learning. The Net-generations
are “demanding a change in the classroom because of their ability to gather information faster
than any other generation” [10].
Investigating students’ perceptions of online learning environments, Terrell [11] found
that considering the computer and network facilities handy to Net generations, it is not
surprising that they expect technology to support their learning by accommodating the
changing nature of literacy. The internet provides them with the chance to get in touch with
friends, take part in online talks, and share videos and clips with buddies all around the
world. In short, it allows interaction with people and material to a great extent. Logan (2012)
asserts that incorporating computer-based instruction enables students to learn more
effectively than previously while also enhancing self-efficacy, learner satisfaction and
instructional attitudes. Indeed, the use of online learning technologies has become a part of
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everyday experience of university students [12]. For example, the number of students who
took at least one online subject was more than 1.6 million in 2002 and increased to 4.6
million in 2008 [13]. In a recent report released by the same authors, the trend has continued
and the number has risen to a new total of 6.7 million [14].
Many tertiary educators know or expect that technological innovation changes in
educational aspects should improve the quality of learning for students. Also, many
professionals in the field agree about using technology in classrooms, to accommodate the
changing nature of literacy with the emergence of these new technologies [8, 10, 15-19].
However, there is a need to integrate new literacies introduced with the arrival of internet and
network affordances into the classroom in order to prepare students with 21st century skills
[20-23].
The emergence of the Web 2.0 social networking technologies has also provided new
opportunities for education, such as facilitating collaboration, innovation and creativity for
students in groups or individually [24]. Web 2.0 technologies have allowed for an expansion
of activities and user contributions. Among them, social networking sites such as Facebook,
YouTube, LinkedIn, bulletin boards, wikis, blogging, and Twitter have become ubiquitous.
YouTube as the world’s largest video-sharing website provides users an opportunity to
upload, share, and view videos easily [25]. As stated in its official site
(http://www.youtube.com/yt/about/), it provides “a forum for people to connect, inform, and
inspire others across the globe and acts as a distribution platform for original content creators
and advertisers large and small.” Officially launched in December 2005 it has more than 1
billion views per month. Today, views per month on YouTube exceed 6 billion hours in 56
countries around the world and “100 hours of video are uploaded every minute.” Having Net
generation students in the classroom may pose a challenge for many educators as they need to
use innovative strategies to meet students’ learning expectations. YouTube as part of the
emerging technology is an available resource to meet the needs of both educators and
students. Accordingly, some researchers [26] state that You-tube provides an avenue for
students to visualize the concepts that they might not have otherwise noticed during the
course. It also provides a discussion forum that enhances engagement opportunities amongst
learners.
Facebook is another example of a social networking platform that may facilitate learning
activities among students. Since its introduction by Harvard University students in 2003 [27],
Facebook has become one of the most popular social networking sites in the world [28], with
1.11 billion active users worldwide (according to the report released in March 2013 by the
site). Despite its primary reputation for social networking activity, it quickly became a
respectable e-learning platform [29]. Some researchers [29, 30] don’t discount the possible
integration of and learning opportunities Facebook can provide into university courses. Three
such benefits include increased communication among students, greater access to course
materials, and improved logistical management of courses. The results of some studies [3133] have also revealed the effectiveness of integrating Facebook into the learning
environment and the positive perception of students. Counter to this argument are issues of
content ownership, privacy, virtual integrity, students keeping on track and its possible effect
on academic performance [33-35]. However, incorporation of these resources into teaching
and learning makes the classroom more diverse and may satisfy their course delivery as they
are able to integrate their course requirement with social networking tools that they are
familiar and engaged with.
2.1 Educating the Net Generations
As a significant proportion of today’s students are born into and have grown up in an era of
computers and the Internet, their frequent use of this technology is not surprising. They are
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almost always connected via new devices and social networking interfaces and are considered
Net-generation students, a term coined in 1997 by Tapscott [36]. Net-generation refers to the
young people born in between January 1977 to December 1997 whom now the oldest are
turning thirty six [36, 37]. The majority of today’s undergraduate students are Netgenerations who are characterized as technologically advanced, diverse, extremely social,
education oriented, self-confident, multitasking, and impatient. In the same way, some
researchers [19, 22, 38-40] argue that as Net-generation learners grew up in the informationage, they not only develop a digital mindset, but they also have greater connections through
networking. In fact, it is claimed that they experience the world differently through these
connection possibilities, what is sometimes called the information highway. Constant
connection to the Internet via mobile devices is so integrated into their lives that it can be
considered as a part of their collective being or as a technology-rich culture. According to a
recently published report by Australian Bureau of Statistics [41], in 2008–2009, 74 percent of
people aged 15 and above have used the internet, and 68 percent have had access to the net
from home with nearly seven in ten (69%) from the age of 18 to 24 that have gone online
daily from home. Concluding that nearly ‘three-quarters’ of Australian households have had
access to the net, they held that it is “up from one in six a decade earlier” [41]. Since the
Internet became widely available 17 years ago, Findah [42] claims that internet access among
the population has increased on an annual basis from 2 percent in 1995 to 89 percent in 2011.
2.2 MOOCs: A new trend with challenges and advantages
Marketization and subsequent regulatory environment of higher education, such as the
Tertiary Education Quality and Standards Agency (TEQSA) [43], have multiple impacts on
universities. This independent regulative body was created by the Gillard Australian
Government to ensure that universities deliver a high quality student education. While the
aims of the TEQSA act are noble objectives, the implementation has created an
unprecedented administrative burden in the tertiary sector. Furthermore, it “challenges the
autonomy of univesities as self-accrediting and independent institutions ... in relation to
institutional governance, strategy and direction, resourcing and performance in teaching and
research” [44]. One of the challenges universities face is how to embrace the new
technologies while adhering to the regulatory environment.
The shift to a demand-driven system has intensified competition among multiple providers
of higher education programs. This could put universities under pressure because students
have more choice and the universities must provide high quality education to win the
attention of students. Massive Open Online Courses (MOOCs) are a relatively recent online
learning phenomenon. A MOOC is a free course delivered through the net to a large number
of students and they were first introduced in 2008 by Dave Cormier [45]. The existing wave
began in 2011 by the university of Stanford [46]. Over the last five years, many prestigious
universities have introduced MOOCs (e.g., Harvard, Stanford, MIT, Berkeley), with many
more investigating the feasibility of this mode of education [47]. MOOCs have received a
considerable attention from the media and press coverage which might have altered
perceptions of higher education subjects and other online offerings. According to a recent
report released by Allen and Seaman [14], 2.6 percent of higher education institutions
currently have a MOOC, while another 9.4 percent report MOOCs are in the planning stages.
Through MOOCs, universities attempt to reach a wide and diverse range of learners who
otherwise may not have the chance to set foot on a university or college or may not care
about credits. Yuan and Powell [45] define two key features for MOOCs contrary to
traditional university online courses: a) open and free access to education; and b) scalability
(support for an indefinite number of participants).
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Despite its recent growth and popularity of MOOCs among some universities and its
features, there are still many universities that have not yet decided to adopt MOOCs and these
include prestigious universities such as Oxford and Cambridge. A number of unresolved
issues including, the market value of certification of courses [45, 48], lack of credit awards
[45] and absence of serious pedagogy [46] and high attrition rates persist to date. Many
academics and higher education institutions remain unconvinced regarding MOOCs’ efficacy
in a higher education context, although some universities view MOOCs as an excellent
marketing opportunity. According to Vardi [46] “the enormous buzz about MOOCs is not
due to the technology’s intrinsic educational value, but due to the seductive possibilities of
lower costs” [46]. In short, the successful implementation of MOOCs needs to be embedded
in a university’s strategy, along with clear quality assurance arrangements as well as outlining
and how they may articulate with other study pathways.
Another factor pertinent to the success of MOOCs is the way students engage with it. In
fact, the real question for MOOCs is whether they can offer effective education alternatives
given that the relationship between their design and student engagement in formal university
qualifications is still unclear. A recent study reports low completion rates for MOOC users
and only about 50% of enrolled students viewing the lecture content [49]. This would suggest
that learners may require scaffolding and monitoring as they progress through the MOOCs.
Accordingly Buchanan [50] states that although MOOCs make “no distinction between
knowledge obtained from an online course or through prior learning, educators need to ensure
that the education that is received is not watered down to fit the circumstances. That would be
a great disservice not only to the individual but also to society in general” [50].
In summary, higher education sector has embraced the online medium and it has opened
up more possibilities for learning and teaching. With the proliferation of educational
technology and internet communication, an expansion of flexible online delivery of
university subjects is provided. Indeed, the use of online learning will continue to grow both
in Australia and other countries promoting the uptake of flexible delivery modes within
courses and offering new means of enhancing students’ learning and engagement. What is
clear about the future is that the university sector in Australia is student focused and thus it is
important to consider students’ perceptions and satisfaction of the recent advancement of
technology that is integrated into their learning environment. As predicted by Tham and
Werner [51], “[t]he world has changed dramatically from earlier ages to today’s highly
technological world” [51]. Despite the fast pace of technological changes and the challenges
that this brings, there does not seem to be any decrease in adoptions both at the individual or
institutional levels.
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ISBN: 978-605-64453-0-9