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Date of Publica on: 2014-05

Conference:

2013 the Fourth International Conference on Information,Communication and Education Application(ICEA 2013)

Ins tute: Information Engineering Research Institute

Conference Date: 2013-11-01

Conference Loca on: Hong Kong,China

Editor‐in‐Chief: Garry Lee

ISSN: 2160-1070

Ar cles: 148

Downloads: 2197

Hosts: Information Engineering Research Institute,USA

Title Browse > Proceeding： Proceedings of 2013 the Fourth International Conference on Information,Communication and Education Application(ICEA 2013) Volu

Proceedings of 2013 the Fourth International Conference on Information,Communication and Education

Application(ICEA 2013) Volume 30

Description

Teaching Reform and Prac ce on the Course of Intelligent Control

Fiber Reinforced Composite Material in the Applica on of Sports Equipment

The Dietary Change during History Evolu on of Chinese

Protec on of Environmental Personality Right by Common Law

Research on Legal Character of Environmental Personality Right

Study on Resource Exploita on and U liza on and Ecological Environmental Protec on in Eastern Inner Mongolia

Explora on of Professional Personnel Training Mode of Machinery Manufacturing Based on Career Orienta on

Discussion on Ship Form Op miza on Based on Hydrodynamic Performance

Research on Innova ve Talent Training Mode of Civil Engineering Based on CDIO Concept under the Background of “Excellence Program”

On Review of the Research on the Spa al Structure of Regional Tourism under the View of Culture

Research on the Circular Economy Development Strategy of Energy Enterprise Taking Ningxia Baofeng Energy Group Co., Ltd. as an Example

Analyzing Motor’s Current Waveforms for Determining Motor’s Quality Types Using Cluster Analysis Method

Role of Different Irriga on Method of Protected Vegetable Cul va on in Salinity Content of Surface Soil

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Proceedings of 2013 the Fourth International Conference on Informati... http://cstm.cnki.net/stmt/TitleBrowse/Detail?baseid=XXGC201311006

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©2017 Tsinghua Tongfang Knowledge Network Technology Co., Ltd.(Beijing) (TTKN) All rights reserved.

Mail : [email protected] Tel : 0086‐10‐6279‐1819 Fax: 0086‐10‐6279‐1944

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【Author】 Milan Puvaca;

【Abstract】 Modern lifestyle and global process ini ated changes which are having influences in every life aspect forced us to

come back to the roots of educa on and mindset of young people. Raising awareness about importance of mely

profession choice and even more important, lifelong learning process has become huge impera ve for young

knowledge workers. If we check faculty educa on as last formal step in persons educa on before professional

orienta on it is clear that it should provide some answers to modern age challenges and problems.

Unfortunately, there are numerous examples of rather big differences in this field.

【Keywords】ICT in educa on, Knowledge workers, Challengesin ICT, Compe ve environment.Proceedings of 2013 the

Fourth Interna onal

Conference on

Informa on,Communica on

and Educa on

Applica on(ICEA 2013)

Volume 30

References To explore the background and basis of the node document

Total: 5 articles

Similar documents Documents that have the similar content to the node document

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©2017 Tsinghua Tongfang Knowledge Network Technology Co., Ltd.(Beijing) (TTKN) All rights reserved.

Mail : [email protected] Tel : 0086‐10‐6279‐1819 Fax: 0086‐10‐6279‐1944

Title browse > Conferences > Proceedings of 2013 the Fourth International Confe... > Challenges and Potentials of ICT in Higher

Challenges and Potentials of ICT in Higher Education within Foreign and Domestic Environment

[1] Karen Billings;;David Moursund, Computers in educa on, ACM SIGCUE Outlook,

[2] Mar n Ebner;;Andreas Holzinger, Successful implementa on of user‐centered game based learning in higher educa on: An example from civil engineering,

Computers & Educa on, Computers and Educa on (Computers and Educa on)

[3] Cooper, S. C, E. L. Thorndike Connec onism Theory, h p:// www.lifecircles‐inc.com/ Learningtheories/ behaviorism/ Thorndike.html,

[4] OpenupEd, h p://www.openuped.eu/,

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Challenges and potentials of ICT in higher education within foreign and domestic environment

Milan Puvaca, PhD.1a

1Ofir Ltd. Ramska 20, HR – 31000 Osijek, Croatia [email protected]

Keywords: ICT in education, Knowledge workers, Challenges in ICT, Competitive environment.

Abstract. Modern lifestyle and global process initiated changes which are having influences in every life aspect forced us to come back to the roots of education and mindset of young people. Raising awareness about importance of timely profession choice and even more important, lifelong learning process has become huge imperative for young knowledge workers. If we check faculty education as last formal step in persons education before professional orientation it is clear that it should provide some answers to modern age challenges and problems. Unfortunately, there are numerous examples of rather big differences in this field.

The application of computer technology in higher education can greatly contribute to the quality of the teaching process, facilitating the acquisition of knowledge, but also the practical preparations for the outside world that waits for students. However, the implementation of such technologies is a demanding course of activities primarily because of different stakeholders who are directly or indirectly involved. Expected challenges comparison in the international and domestic environment regarding this matter should significantly improve the perception of the ICT in higher education application. Only the active participation of all stakeholders in such implementation can lead to a better, more responsible and more competitive knowledge.

1. Introduction

Information and communication technology is all around our working, studying or entertainment environment. Whether we want to admit or not ICT has become our everyday thing in such way that we don’t even notice it – we simply purport it. Information evolution which is more than revolution for some people brought us possibility to communicate with every part of the world in just couple of seconds. Searching through huge databases is transformed to few mouse clicks or finger touches on the screen. Raw data became main fuel for information flow and its automatic procession gives us new values.

Human thoughts development about progress, education and specialization has been fine-tuned during the years and different historic events. There is couple of critical moments in human past which allowed us to implement ICT in education (development of literacy, impact of professor profession and availability of ICT) [1]. Since the start of 20th century scientist talked about miracle of mechanical ingenuity which was used for teaching and testing [2].

Main idea was not to allow student transit to next lesson until he/she knew about previous one. Just that is basis for today’s electronically learning, e-learning.

Huge success of MOOC [3] in some previous time gave additional wind in the back for ICT enhanced learning. Lectures and also whole semesters of some prestigious education institutions are freely available to everyone, anywhere in the world.

By thinking about mentioned and counting on global trends of increasing competitiveness, knowledge and skills demand, institutions like schools and faculties are a part of completely different scenario then they used to be in. Information and knowledge has never been more available and students have become more demanding. Information and communication technology should be an answer for giving proper answer to new situation in the environment.

2. Stakeholders within the process

Large number of articles, papers and books has been written on the e-learning acceptance by teachers and students issues. Established assumption tells us that students are almost always ready to use technology, and teachers (especially the older generation) showed less interest in the application of new methods as part of their teaching process.

However, are we able to say that the implementation of e-learning is successfully passed if not all other actors who will inevitably participate in the educational process are involved?

Considering the university environment, their frequent bottleneck is the Student Service. Each student’s intervention in the form of different certificate, request or additional amendment and correction to index are a lot of pressure for the service. Numerous administrations and endless paper receipts further affects the efficiency of the staff. Contemporary authors therefore are updating e-learning systems with administrative services as an integral part of the teaching process of higher education [4]. Faster data processing, clearer information about students in all necessary directions is just small part of the Student Service struggle in order to improve the performance of everyday work. Inevitably, computer connectivity and implementation into the university e-learning system can contribute to significant improvements, but also to the overall efforts of higher education to maintain the quality status and recognition at the international level. Opening the IT system of educational institutions to regional, national and even international bodies, would simplify procedures and offer accessible information about the potential possibilities of networking and collaboration. Information availability would allow fresh common interests, and clearly it would be possible to specify several third parties who could certainly find favor in it (Table 1).

Table 1. Potential third parties who can benefit from education institutions’ ICT system

Part Possibilities Economic entities Finding potential employees,

Scholarships for talented students, The opportunity to gather experience, Examination of student / student opinions.

State and regional bodies Similar opportunities as above, Planning enrollment quotas, Monitoring of student success and results.

Nonprofit organizations Active participation in projects, Finding volunteers.

The world market and foreign partners Transparency of educational institutions, Partner openness, Mobility opportunities for pupils / students.

3. Research and comparison

In order to have specific empirical analysis of descripted reflection the author conducted a research where subjects were included whose answers would help in analyzing hypothesis on the application of information and communication technologies in the modern university concept. Subjects were divided:

1. Abroad (EU countries, region and neighbor countries to Croatia) a. Universities or Faculties – minimum one belonging professor.

2. Local environment – University of J.J. Strossmayer, Osijek, Croatia

a. Teaching staff (teaching assistants, professors), b. Administrative and technical staff (Student Service), c. Students (chosen and divided by University department).

The diversity of the respondents in the sample was designed to make a basis for comparing different levels of stakeholders in the educational process. Total data collection was organized with two major scientific research methods, survey and accompanying questionnaire and interview with correction function. The total number of respondents was 246. Data analysis was made using software packages SPSS Statistics 18 and MS Excel 2010. Although there were specific challenges (lack of interest among subjects, frequent reminders and requests to participate in the survey), the survey is completely done digitally using Lime Survey tool, which was located on SRCE servers [5].

The questionnaires were similar in content design for all levels of participants in order to make comparisons easier. However, each group had some specific questions that will be able to be extracted during processing.

When using a closed-type questions with multiple choice intensity (select one of the answers), there was discrete Likert scale used with five levels of intensity, which is theoretically considered the best decision when making such questionnaires [6].

In the few cases where some necessary explanations were needed, interview method was used as a control function within groups. Featured individuals used for the interviews were selected randomly, with an emphasis on the experience within the group (ex, student service employees with longer tenure, or students of higher academic years).

The analysis of the data collected showed that it is possible to determine the opinion about ease of ICT in everyday use, but also to compare whether there are common obstacles in the use of technology in higher education among different groups of respondents.

Chart 1. Opinions distribution about simplicity of ICT in education 1 = disagree totally, 5 = agree totally

Source: Research results

According to the Chart 1, it is possible to determine how respondents regardless of the relevant group agree with very high intensity when talking about the applicability of ICT in the teaching process and everyday implementation. If we take the last two intensities of agreement in the sum it is apparent that most students agree with the aforementioned statement (79.03%). Local teachers follow them with 71.11%, which is 9.04% higher compared to foreign counterparts. The highest percentage of responses in the intensity of 4 (agree) gave the administrative and technical staff.

There are two interesting facts. First, all levels mostly agree that ICT is affordable for everyday use. Secondly, teachers are actually in second place on our list of agreement (behind the students who were first as expected).

An additional question was meant to identify specific problems that actors in the educational process can experience, and for which we can say those are reasons for a smaller percentage of modern technology implementation in teaching, despite its (generally) easy use.

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

1 2 3 4 5

ICT is affordable enough and easy to use daily for all users within the educational process (students, teachers, administrative staff)

abroad teachers students administrative staff

Chart 2. Opinions distribution about problems while using ICT in education Source: Research results

Foreign and local educators agree on terms of a lack of time needed for the preparation of modified class types. Initial time investment is certainly challenging, but compared with the benefits that you later realize, most teachers would be able to improve and modernize education further.

The domicile teachers seem to be more technically gifted than foreign colleagues surveyed, as almost half of their responses were blaming technical problems and the complexity of information system as the most common problem for use in education. Survey missed opportunity to check and compare demands of system used in both tested levels. For example, there may be more frequent technical problems with foreign participants, if they are doing or working with demanding information and communication applications in the classroom.

As expected, the students blamed teachers and their resistance for lack of ICT in education. Yet, surprisingly, the results showed a higher percentage of technical problems and the complexity of the system as a barrier to the introduction of ICT in education for students than the teachers.

Supporting staff perceived technical problems as the most common and therefore that is almost same as results with foreign teachers. Similar to the students, the administration tends to easily navigate through the ICT applications, and any ambiguity or inconsistency creates problems and confusion for them.

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

90,00%

100,00%

yes no yes no yes no yes no

abroad students teachers administrative staff

What are the common problems that you encounter when using ICT tools in education?

technical problems resistance to usage among teachers

resistance to usage among students lack of time for e-learning courses

complexity of system used in our institution

4. Conclusion

Conducted study undoubtedly proves that ICT took prestigious place in educational institutions and among examined groups. The initial potential is successfully detected and further development and scope of use is probably unlimited.

The processed results didn’t give any significant deviations in behavior and perception of foreign and local teachers. As a further option, there could be an additional analyzes of both groups with local people, such as students or administrative-technical staff.

Technical problems outlined in the research indicated the need for additional resource investment to simplify application solutions for the usage in the classroom. Their harmonization and convergence with most widespread solutions (such as MS Windows, or Office) would allow recognizable approach, and in such way biggest opponents of new technology would attempt to apply ICT in teaching. The combination of professional advice and user experience from the field should give the best results in terms of technology applied simplicity.

If it is possible, according to the presented results, to determine what respondents think about the importance of the ICT application in higher education, it is difficult to predict the real obstacle for opening the information systems of educational institutions to the stakeholders mentioned in the paper. Financial and human resources play a key role here, but the involvement of all actors in the process of ICT usage widening should end with a positive outcome. With clear vision and sustainable development plan in the e-strategy, educational institutions can achieve a great and contemporary result - to enable a higher level of competence for today's young students who will tomorrow become professionals and knowledge workers.

References

[1] Billings, K., & Moursund, D. (1988). Computers In Education: An Historical Perspective. ACM SIGCUE Outlook.

[2] Cooper, S. C. (2009). E. L. Thorndike Connectionism Theory. Retrieved August 15, 2013, from Continuing Education: http://www.lifecircles-inc.com/Learningtheories/behaviorism/Thorndike.html

[3] OpenupEd, Retrieved September 05, 2013. http://www.openuped.eu/

[4] Ebner, M. (2007). e-Learning in Higher Education. Graz: Graz University of Technology.

[5] University Computing Centre, Zagreb, Croatia, Retrieved September 04, 2013. http://www.srce.unizg.hr/homepage/

[6] Zelenika, R. (1998). Metodologija i tehnologija izrade znanstvenog i stručnog djela. Rijeka: Ekonomski fakultet u Rijeci, Croatia.