LEADER 04549nam 2200973z- 450 001 9910639994903321 005 20231214132830.0 010 $a3-0365-6114-5 035 $a(CKB)5470000001633404 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/95827 035 $a(EXLCZ)995470000001633404 100 $a20202301d2022 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEducational Technology's Influence in Higher Education Teaching and Learning 210 $aBasel$cMDPI - Multidisciplinary Digital Publishing Institute$d2022 215 $a1 electronic resource (222 p.) 311 $a3-0365-6113-7 330 $aAlthough many educational researchers were pioneers in the integration of technology into teaching and learning prior to 2000, institutions started extensively adopting technology in their courses around this period. However, the adoption process was slow and mainly followed the traditional mode of teaching in the formal university learning environment. The COVID-19 pandemic?s disruption ?forced? everyone to use technology for teaching and learning purposes, supporting synchronous and/or asynchronous teaching and learning processes. This book aims not only to present successful practice examples from before or during the COVID-19 pandemic, but also to provide useful information to university teachers, assisting them in further understanding the higher education context, demands and challenges of digital education. Including evidence from the current higher education landscape from all over the world and discussing various frameworks allows institutions and policymakers to take decisions about the future digital education transformation, while teachers and educational researchers can find examples of how various digital learning tools (i.e., virtual simulations and e-portfolios) are integrated into teaching and learning processes in various environment (i.e., online, and blended learning). Considering experiences prior to the COVID-19 pandemic alongside the opportunities and challenges brought about by the pandemic, this book can support the higher education sector in considering curriculum reformations and introducing innovative teaching and learning approaches to meet the Industrial 4.0 revolution. 606 $aHumanities$2bicssc 606 $aEducation$2bicssc 610 $astandardized test 610 $aSaber Pro 610 $astudent characteristics 610 $amean score differences 610 $acorrelations between competencies 610 $aacademic performance 610 $aimprovement 610 $ae-learning 610 $atechnology acceptance 610 $alearning management system 610 $abehavioral intention e-learning 610 $abehavioral intention 610 $adigital learning ecology 610 $aself-directed learning 610 $alearning technology 610 $adigital resilience 610 $ahigher education 610 $aHeXie 610 $abioscience 610 $ahome labs 610 $aCOVID-19 610 $apractical skills development 610 $alearning communities 610 $agamification 610 $aflipped classroom 610 $avirtual labs 610 $aremote lab 610 $avirtual lab 610 $aenquiry-based learning 610 $ainquisitive learning 610 $ainteractive learning 610 $adigital interruptions 610 $aonline learning 610 $amobile learning 610 $ablended learning 610 $acareer planning 610 $aelectronic learning 610 $aemployability 610 $aTechnological Pedagogical Content Knowledge 610 $ascience education 610 $astudent teachers 610 $aself-report measure 610 $aubiquitous learning 610 $alearning theories 610 $adigital transformation 610 $aeducational environment 610 $aeco-environment 610 $aeducational design 610 $aprocess model 610 $acapabilities 610 $aLabour 4.0 610 $ateaching 615 7$aHumanities 615 7$aEducation 700 $aLimniou$b Maria$4edt$01307820 702 $aLimniou$b Maria$4oth 906 $aBOOK 912 $a9910639994903321 996 $aEducational Technology's Influence in Higher Education Teaching and Learning$93029031 997 $aUNINA