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Trends in Higher Education
Special Issues
EdTech in Higher Education: Future Perspective on Teaching and Learning
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EdTech in Higher Education: Future Perspective on Teaching and Learning

A special issue of Trends in Higher Education (ISSN 2813-4346).

Deadline for manuscript submissions: closed (1 February 2024) | Viewed by 12796

Special Issue Editors

Dr. Janika Leoste

E-Mail Website
Guest Editor
School of Education Science, Tallinn University, 10120 Tallinn, Estonia
Interests: hybrid learning; telepresence; educational robotics; STEAM; educational innovation’s sustainability; teachers’ digital competences (DigCompEdu)
Dr. Ugljesa Marjanovic

E-Mail Website
Guest Editor
Faculty of Technical Sciences, University of Novi Sad, 21000 Novi Sad, Serbia
Interests: innovation and technology; digital servitization; Industry 4.0; digital business models; research projects
Special Issues, Collections and Topics in MDPI journals
Dr. Branko Andjic

E-Mail Website
Guest Editor
Linz School of Education, Johannes Kepler University, 4040 Linz, Austria
Interests: inclusive education; UTAUT; teachers’ and students’ perceptions and concepts about technologies

Special Issue Information

Dear Colleagues,

Today, educational technology and higher education are inseparable. The answer to how this technology shapes the future of higher education teaching and learning is still unclear. Future perspectives should take twin transition (digital and green) into account, as well as readiness for crises and the resilience to continue teaching in different learning environments and conditions.

Much pre-pandemic research concerning the application of digital technologies in higher education indicates that teachers and students are prone to easily abandoning digital technologies in the teaching process. Scholars' criticism of digital educational technology and the role it plays in higher education has sharply increased during the pandemic. Most of these studies indicate that digital technologies have significantly contributed to good-quality education in pandemic conditions, enabling the teaching process. This Special Issue will consider the state of the art of digital technologies in post-pandemic higher education and give recommendations for future research and practice in this field.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • The hybrid and blended delivery of teaching and learning;
  • Collaboration with EdTech companies;
  • Different forms of presence in teaching and learning situations: telepresence, virtual presence, etc.
  • Micro-credentials and flexible degree programs;
  • Phenomenological reinterpretations of the technologies;
  • Inclusive higher education and technology;
  • Factors that affect the acceptance of digital technologies in higher education;
  • Educational technology acceptance models;
  • Educational technology information system success models;
  • Learning, unlearning and relearning after COVID in academia.

We look forward to receiving your contributions.

Dr. Janika Leoste
Dr. Ugljesa Marjanovic
Dr. Branko Andjic
Guest Editors

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 submissions that pass pre-check are 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. Trends in Higher Education is an international peer-reviewed open access quarterly 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

  • educational technology
  • higher education
  • E-learning
  • technology acceptance models
  • E-learning system success models
  • hybrid learning
  • micro-credentials
  • telepresence

Published Papers (5 papers)

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Editorial

Jump to: Research

2 pages, 176 KiB  
Editorial
Editorial for the Special Issue on EdTech in Higher Education: Future Perspectives on Teaching and Learning
by Janika Leoste, Ugljesa Marjanovic and Branko Andjic
Trends High. Educ. 2023, 2(3), 496-497; https://0-doi-org.brum.beds.ac.uk/10.3390/higheredu2030029 - 18 Jul 2023
Viewed by 910
Abstract
In today’s rapidly evolving world, educational technologies have become indispensable tools for transforming the landscape of higher education [...] Full article
(This article belongs to the Special Issue EdTech in Higher Education: Future Perspective on Teaching and Learning)

Research

Jump to: Editorial

22 pages, 988 KiB  
Article
Assessing the Potential and Risks of AI-Based Tools in Higher Education: Results from an eSurvey and SWOT Analysis
by Kerstin Denecke, Robin Glauser and Daniel Reichenpfader
Trends High. Educ. 2023, 2(4), 667-688; https://0-doi-org.brum.beds.ac.uk/10.3390/higheredu2040039 - 06 Dec 2023
Cited by 1 | Viewed by 3537
Abstract
Recent developments related to tools based on artificial intelligence (AI) have raised interests in many areas, including higher education. While machine translation tools have been available and in use for many years in teaching and learning, generative AI models have sparked concerns within [...] Read more.
Recent developments related to tools based on artificial intelligence (AI) have raised interests in many areas, including higher education. While machine translation tools have been available and in use for many years in teaching and learning, generative AI models have sparked concerns within the academic community. The objective of this paper is to identify the strengths, weaknesses, opportunities and threats (SWOT) of using AI-based tools (ABTs) in higher education contexts. We employed a mixed methods approach to achieve our objectives; we conducted a survey and used the results to perform a SWOT analysis. For the survey, we asked lecturers and students to answer 27 questions (Likert scale, free text, etc.) on their experiences and viewpoints related to AI-based tools in higher education. A total of 305 people from different countries and with different backgrounds answered the questionnaire. The results show that a moderate to high future impact of ABTs on teaching, learning and exams is expected by the participants. ABT strengths are seen as the personalization of the learning experience or increased efficiency via automation of repetitive tasks. Several use cases are envisioned but are still not yet used in daily practice. Challenges include skills teaching, data protection and bias. We conclude that research is needed to study the unintended consequences of ABT usage in higher education in particular for developing countermeasures and to demonstrate the benefits of ABT usage in higher education. Furthermore, we suggest defining a competence model specifying the required skills that ensure the responsible and efficient use of ABTs by students and lecturers. Full article
(This article belongs to the Special Issue EdTech in Higher Education: Future Perspective on Teaching and Learning)
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8 pages, 239 KiB  
Communication
Using Motivation Theory to Design Equity-Focused Learning Analytics Dashboards
by Stephen J. Aguilar
Trends High. Educ. 2023, 2(2), 283-290; https://0-doi-org.brum.beds.ac.uk/10.3390/higheredu2020015 - 29 Mar 2023
Viewed by 1297
Abstract
Learning Analytics applications, and their associated dashboards, are frequently used in post-secondary settings; yet, there has been limited work exploring the motivational implications of their deployment, especially for under-served student populations that are more susceptible to (perceived) negative messages about their academic performance. [...] Read more.
Learning Analytics applications, and their associated dashboards, are frequently used in post-secondary settings; yet, there has been limited work exploring the motivational implications of their deployment, especially for under-served student populations that are more susceptible to (perceived) negative messages about their academic performance. In this paper, I argue that Situated Expectancy-Value Theory (EVT) is well-positioned to serve as a useful lens when developing and evaluating learning analytics dashboard designs and their future development. Used in this way, SEVT can help the learning analytics community to ensure that student experiences with learning analytics are adaptively motivating, both in general and for underserved student populations more specifically. Full article
(This article belongs to the Special Issue EdTech in Higher Education: Future Perspective on Teaching and Learning)
16 pages, 572 KiB  
Article
An Extended Technology Adoption Model with Perceived Visual Attractiveness to Assess Academic Web Portals
by Jose Maria S. Garcia II, Melanie M. Himang, Celbert M. Himang, Gerry Ritz R. Densing, Marie Joy B. Alit, Noel P. Burgos, Miriam F. Bongo and Lanndon A. Ocampo
Trends High. Educ. 2023, 2(1), 152-167; https://0-doi-org.brum.beds.ac.uk/10.3390/higheredu2010010 - 27 Feb 2023
Cited by 1 | Viewed by 2192
Abstract
The educational system in the Philippines has been slowly progressing in terms of its technological infrastructures, such as web portals. Such a pattern in web portal development prompts stakeholders to carefully consider the adoption constructs, in order for limited and scarce resources to [...] Read more.
The educational system in the Philippines has been slowly progressing in terms of its technological infrastructures, such as web portals. Such a pattern in web portal development prompts stakeholders to carefully consider the adoption constructs, in order for limited and scarce resources to be wisely allocated. Therefore, this paper intends to assess an academic web portal by extending the classical technology acceptance model (TAM) framework with the addition of perceived visual attractiveness. A case study in a state university in Cebu, Philippines, in which 418 undergraduate students participated, was performed to explore relationships among constructs. Using structural equation modeling, the results indicated that perceived attractiveness poses a significant influence on perceived ease of use and perceived usefulness, which thereby significantly impacts perceived attitude and behavioral intention. Such results can aid stakeholders in managing resources in the development of academic web portals by focusing on important constructs such as perceived visual attractiveness. Full article
(This article belongs to the Special Issue EdTech in Higher Education: Future Perspective on Teaching and Learning)
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14 pages, 542 KiB  
Article
Improving Student Feedback Literacy in e-Assessments: A Framework for the Higher Education Context
by Tarid Wongvorachan, Okan Bulut, Yi-Shan Tsai and Marlit A. Lindner
Trends High. Educ. 2022, 1(1), 16-29; https://0-doi-org.brum.beds.ac.uk/10.3390/higheredu1010002 - 06 Dec 2022
Cited by 1 | Viewed by 3673
Abstract
For students, feedback received from their instructors can make a big difference in their learning by translating their assessment performance into future learning opportunities. To date, researchers have proposed various feedback literacy frameworks, which concern one’s ability to interpret and use feedback for [...] Read more.
For students, feedback received from their instructors can make a big difference in their learning by translating their assessment performance into future learning opportunities. To date, researchers have proposed various feedback literacy frameworks, which concern one’s ability to interpret and use feedback for their learning, to promote students’ feedback engagement by repositioning them as active participants in the learning process. However, the current feedback literacy frameworks have not been adapted to digital or e-Assessment settings despite the increasing use of e-Assessments (e.g., computer-based tests, intelligent tutoring systems) in practice. To address this gap, this conceptual paper introduces a feedback literacy model in the context of e-Assessments to present an intersection between e-Assessment features and the ecological model of feedback literacy for more effective feedback practices in digital learning environments. This paper could serve as a guideline to improve feedback effectiveness and its perceived value in e-Assessment to enhance student feedback literacy. Full article
(This article belongs to the Special Issue EdTech in Higher Education: Future Perspective on Teaching and Learning)
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