Special Issue "Using Technology in Higher Education"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 30 November 2020.

Special Issue Editor

Dr. Neil Gordon
Website
Guest Editor
Department of Computer Science and Technology, University of Hull, Hull, HU6 7RX, UK
Interests: technology for teaching in higher education; technology enabled flexible pedagogy; blended learning; online learning; technology enhanced learning and flexible pedagogy; technology adaptation in teaching and learning in the face of the Coronavirus

Special Issue Information

Dear Colleagues,

We are pleased to announce this upcoming Special Issue looking at technology in Higher Education: something that has enabled institutions globally to respond in a flexible and responsive way to the unexpected challenges of the cessation of face-to-face teaching as many countries have instituted social distancing and closure of educational campuses.
This issue offers the opportunity to share innovative ideas and established practice that show the ways that technology can be used in teaching Higher Education, with a focus on those aspects that are distinct from those of other educational contexts—for example, managing to engage students who are adults, who have different interests and pressures, and who need different and distinct support. Moreover, we invite contributions that show how technology can enable education that meets the need to create graduates who can operate and flourish in the context of the 4th industrial revolution. This requires Higher Education to enable students to deal with the cascade of information and data and arm them with the skills to critically select reliable sources and to manipulate and manage data. Technology also offers support for virtual learning and collaboration. Given the experiences of 2020 and the global responses to the Coronavirus, this issue is also an opportunity to share evidence-based approaches to moving learning to entirely online.

Dr. Neil Gordon
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Technology-enhanced learning (TEL)
  • Flexible pedagogy
  • Computer-mediated learning
  • 4th Industrial Revolution

Published Papers (4 papers)

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Open AccessArticle
Algorithm for Designing Professional Retraining Programs Based on a Competency Approach
Educ. Sci. 2020, 10(8), 191; https://doi.org/10.3390/educsci10080191 - 23 Jul 2020
Abstract
A new methodology is proposed for designing professional retraining programs for aviation, rocket, and space industry employees, focused on the formation of the necessary competencies. The novelty of the proposed method is in the formalization of the design process and the use of [...] Read more.
A new methodology is proposed for designing professional retraining programs for aviation, rocket, and space industry employees, focused on the formation of the necessary competencies. The novelty of the proposed method is in the formalization of the design process and the use of digital technologies. The advantage is the use of a modular principle of program design, which provides the opportunity to implement individual training paths for workers in industrial enterprises. The methodology was successfully tested at the Moscow Aviation Institute (National Research University) in the provision of educational services to enterprises in the aviation and aerospace industries. Full article
(This article belongs to the Special Issue Using Technology in Higher Education)
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Open AccessArticle
A Multidisciplinary Study of Eye Tracking Technology for Visual Intelligence
Educ. Sci. 2020, 10(8), 195; https://doi.org/10.3390/educsci10080195 - 28 Jul 2020
Abstract
The ability to analyse aspects of visual culture—works of art, maps or plans, graphs, tables and X-rays—quickly and efficiently is critical in decision-making in a broad range of disciplines. Eye tracking is a technology that can record how long someone dwells on a [...] Read more.
The ability to analyse aspects of visual culture—works of art, maps or plans, graphs, tables and X-rays—quickly and efficiently is critical in decision-making in a broad range of disciplines. Eye tracking is a technology that can record how long someone dwells on a particular detail in an image, where the eye moves from one part of the image to the other, and the sequence the viewer uses to interpret visual information. These MP4 recordings can be played back and graphically enhanced with coloured dots and lines to point out this natural and fluent eye behaviour to learners. These recordings can form effective pedagogical tools for learning how to look at images through the eyes of experts by mimicking the patterns and rhythms of expert eye behaviour. This paper provides a meta-analysis of studies of this kind and also provides the results of a cross-disciplinary project which involved five different subject areas. The consensus arising from our meta-analysis reveals an emerging field with broad concerns in need of more integrated research. None of the studies cited in this article are interdisciplinary across the sciences and arts and, while some of them address higher education in medicine and computing, there are no interdisciplinary studies of how eye tracking is important for teaching in arts and science subjects at undergraduate and postgraduate levels. In addition, none of the studies address how learning practitioners find these eye recordings useful for their own understanding of learning processes. This establishes the unique contribution of this project. Full article
(This article belongs to the Special Issue Using Technology in Higher Education)
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Open AccessArticle
Learning to Teach: How a Simulated Learning Environment Can Connect Theory to Practice in General and Special Education Educator Preparation Programs
Educ. Sci. 2020, 10(7), 184; https://doi.org/10.3390/educsci10070184 - 18 Jul 2020
Abstract
Educator preparation programs have moved away from offering interest-based courses that prepare a teacher candidate on a more surface level and have opted to integrate more authentic experiences with technology that are infused into coursework. This research study focused on redesigning key courses [...] Read more.
Educator preparation programs have moved away from offering interest-based courses that prepare a teacher candidate on a more surface level and have opted to integrate more authentic experiences with technology that are infused into coursework. This research study focused on redesigning key courses in both the general and special education graduate-level educator preparation programs (EPPs) to infuse learning experiences through a simulated learning environment (Mursion) to help bridge teacher candidates’ coursework and field experiences, offering them robust experience with high leverage practices and technology that increases their own competency. Data from this study demonstrated that preservice teacher candidate work within the Mursion simulated learning environment increased use of high leverage practices related to strategic teaching, collaboration, differentiation, and providing feedback. Implications for instructional coaching, microteaching, repeated practice, and closing the research to practice gap are discussed. Full article
(This article belongs to the Special Issue Using Technology in Higher Education)
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Open AccessArticle
Considering Students’ Abilities in the Academic Advising Process
Educ. Sci. 2020, 10(9), 254; https://doi.org/10.3390/educsci10090254 - 17 Sep 2020
Abstract
Academic advising is time-consuming work. At the same time, it needs to be efficient and productive in assisting the students to choose appropriate academic courses towards the completion of their selected programs in a beneficial manner. In addition, both private and public educational [...] Read more.
Academic advising is time-consuming work. At the same time, it needs to be efficient and productive in assisting the students to choose appropriate academic courses towards the completion of their selected programs in a beneficial manner. In addition, both private and public educational institutions are, currently, operating in an extremely competitive market and are, thus, faced with various challenges. Among these are the twin challenges of student retention and the rate of success in completion of their chosen academic courses. The mentioned challenges have a direct bearing on the quality of academic advising and services provided to the students, by the individual academic institution. A number of research studies have been carried out suggesting various online academic advising systems for undergraduate and graduate programs. In this context, we develop and present, here, an academic advising system which differs from and improves upon previously suggested methodologies with the inclusion of the facility to track individual students’ performance and, thus, ability in educational subjects and programs, taken in the previous academic terms. Our suggested methodology is based on the use of this facility to guide students in the selection of courses that they may register for the forthcoming academic term. We believe that the consideration of individual students’ past academic preformation, in our suggested methodology, is a significant improvement and will assist students in making more beneficial choices when registering for academic courses. Full article
(This article belongs to the Special Issue Using Technology in Higher Education)
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