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Article
Publication date: 1 April 2005

Rebecca Eynon

To explore academics’ experiences of using information and communication technologies (ICTs) for teaching and learning.

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Abstract

Purpose

To explore academics’ experiences of using information and communication technologies (ICTs) for teaching and learning.

Design/methodology/approach

Analysis of three discipline‐specific focus group discussions held with academics based in Higher Education Institutions (HEIs) that use ICTs for teaching their students.

Findings

The most common use of ICTs in all subjects was to provide students with access to a range of online resources. Academics’ motivations for using ICTs included: enhancing the educational experience for their students; to compensate for some of the changes occurring in higher education, such as the rise in student numbers and demand for flexible learning opportunities; and personal interest and enjoyment. The difficulties academics encountered when using these technologies for teaching included: a lack of time; dissatisfaction with the software available; and copyright.

Research limitations/implications

This is a small scale, exploratory study. Further research is required that is sampled in such a way as to ensure that the findings can be generalized to all academics in all institutions in the UK.

Practical implications

The institutional, middle managerial, staff and student level all need to be considered when encouraging the further adoption of new technologies for teaching and learning in higher education. Institutional level strategies must also account for the diversity of ways ICTs may be used in teaching in different contexts across the institution.

Originality/value

Research exploring academics’ experiences of using ICTs for teaching and learning is scarce. Further work is required to ensure the successful development and implementation of future technological and policy developments in this area.

Details

Aslib Proceedings, vol. 57 no. 2
Type: Research Article
ISSN: 0001-253X

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Article
Publication date: 6 November 2017

Rajan Yadav, Anurag Tiruwa and Pradeep Kumar Suri

The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process…

1128

Abstract

Purpose

The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process worldwide. This paper aims to identify and understand the ways in which higher education institutions draw benefits by the use of such means, synthesizing the literature research.

Design/methodology/approach

The study synthesized the literature research by using a mixed method approach in which both Web of Science (WoS) and bibliographic techniques were used to retrieve the relevant data base.

Findings

The comprehensive review of the literature suggests that communication technology (CT), massive open online courseware (MOOCs), social networking sites (SNSs), blogs, real simple syndication (RSS) and YouTube are creating new possibilities and avenues of collaborative learning by transforming the traditional class and teacher-centric system.

Research limitations/implications

Multiplicity of the IBL platforms and rapid technological obsolesce are some of the limitations of this paper.

Originality/value

The findings of this study are highly useful in developing a strategic framework to accelerate the integration of IBL platforms to make teaching learning process more interactive and informative.

Details

Journal of International Education in Business, vol. 10 no. 2
Type: Research Article
ISSN: 2046-469X

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