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Journal articles on the topic 'Education, Higher – Information technology – Lesotho'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Fan, Mae. "INFORMATION TECHNOLOGY IN HIGHER EDUCATION." Pedagogy of the formation of a creative person in higher and secondary schools 66, no. 1 (2019): 75–78. http://dx.doi.org/10.32840/1992-5786.2019.66-1.15.

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2

Fruehling, Donald L. "Information Technology and Higher Education." Change: The Magazine of Higher Learning 19, no. 1 (February 1987): 7. http://dx.doi.org/10.1080/00091383.1987.9937089.

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3

Ahmed, Hersi, Tugrul Daim, and Nuri Basoglu. "Information technology diffusion in higher education." Technology in Society 29, no. 4 (November 2007): 469–82. http://dx.doi.org/10.1016/j.techsoc.2007.08.011.

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4

Fatt, James Poon Teng. "Perceptions of Information Technology in Higher Education." Journal of Educational Technology Systems 31, no. 2 (December 2002): 115–42. http://dx.doi.org/10.2190/1ah7-kv1h-tk5e-38ea.

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Considering the relentless pace at which information technology (IT) is shaping the global environment, this study aims to determine the impact of IT on university students from their attitudes toward IT. The areas examined in this study are the educational, personal and social aspects of the students toward the impact of IT. A survey was conducted on 201 undergraduates from two local universities, Nanyang Technological University and National University of Singapore, with almost equal numbers of engineering and non-engineering undergraduates. The results show that although all the respondents felt the impact of IT, their attitudes toward IT were varying with respect to the three areas of study. Contrary to common belief, non-engineering undergraduates were found to have a more positive disposition toward the impact of IT.

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5

Patel, Sandip C., David R. Shetterly, and Anand Krishnamoorthy. "Information-technology security in higher-education curricula." International Journal of Information and Operations Management Education 2, no. 4 (2008): 378. http://dx.doi.org/10.1504/ijiome.2008.023440.

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6

McLaughlin, Don. "Information Technology User Devices in Higher Education." New Directions for Higher Education 2001, no. 115 (2001): 29. http://dx.doi.org/10.1002/he.24.

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7

Elsie Seotsanyana, 'Malimpho, and Mafa Maiketso. "Impact of Rurality on Students’ Educational Transition in Lesotho." Humanities and Social Science Research 2, no. 4 (November 26, 2019): p47. http://dx.doi.org/10.30560/hssr.v2n4p47.

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The students’ views, from the secondary education in the rural areas in Lesotho, have been sought on the impact of rurality in relation to their transition from secondary education to higher education (in this regards, the National University of Lesotho (NUL). The students’ views were sought through their autobiographies. Autobiographical narratives were employed because it was assumed that they are a good tool for knowing oneself better. The study was qualitative, with the adoption of a case study research design. The participating students were drawn from three of the ten Lesotho districts that are situated in the rural areas. The purpose of the research study was to find out whether studying at the university has an impact on the students who have transited from secondary education in the rural areas and whether university education assists and prepares them to achieve their intentions and to reach a successful outcome. A purposively selected number of eleven (11) students from the rural areas formed the sample of the study. A one question questionnaire was designed to collect information on the students’ experiences from their NUL studies in relation to the transition from secondary education to higher education. An interpretative analysis was employed to unveil the results of the study. The research study finds that the students have deficiencies. Secondary education has not moulded them to have a sudden engagement with their studies in higher education. Many of them still require further training in study skills in order to cope with the academic demands of higher education. It is therefore recommended that NUL should have a programme that serves as a bridge between secondary and higher education.

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8

Turugare, Mukai, and Norman Rudhumbu. "Integrating technology in teaching and learning in universities in Lesotho: opportunities and challenges." Education and Information Technologies 25, no. 5 (February 6, 2020): 3593–612. http://dx.doi.org/10.1007/s10639-019-10093-3.

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9

Frogeri, Rodrigo Franklin, Daniel Jardim Pardini, and Gustavo Rodrigues Cunha. "Information Technology Governance in a Higher Education Institution." International Journal of Human Capital and Information Technology Professionals 11, no. 1 (January 2020): 31–46. http://dx.doi.org/10.4018/ijhcitp.2020010103.

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This study characterizes and analyzes information technology governance in a Brazilian institution of higher education. The methodological aspects included the quantitative approach, with application multivariate analysis, clusters and descriptive statistics from a sample of 62 individuals, and qualitative by means semi-structured interviews of ten professionals responsible for institution IT sectors. Analysis are presented a scenario in which IT governance can be characterized as a non-adopted practice and without planning for adoption. Aspects such as, lack of personnel, training, and planning of projects were observed as critical factors to IT governance implantation success. A bidirectional communication absence between IT and organizational management has led the institution to responsibilities dispersion and lacks horizontal integration with possible investments without adding value. The governance model identified was considered anarchic.

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10

Maddux, Cleborne D., and D. LaMont Johnson. "Information Technology in Higher Education: Tensions and Barriers." Computers in the Schools 27, no. 2 (May 28, 2010): 71–75. http://dx.doi.org/10.1080/07380561003801574.

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11

Tarhini, Abbas, Jihan Tarhini, and Anwar Tarhini. "Information technology adoption and implementation in higher education." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1466–82. http://dx.doi.org/10.1108/ijem-04-2018-0144.

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Purpose Research has shown that information technology has a tremendous effect on higher educational (HE) institutions. The purpose of this paper is to develop a framework that would depict and highlight on the financial, cultural, political and social difficulties that affect the adoption of technology in HE institutions. Design/methodology/approach In this study, it is hypothesized that cultural, political and financial resources of the university administrative body, together with the employees’ background in terms of academic experience and education, shape the approach to a successful IT adoption. To investigate the proposed framework, a survey targeting employees, and an interview targeting IT managers were conducted. Findings The results indicate that the university structural framework together with IT knowledge and awareness at the university administrative level restrains any individual cultural and political effects on the IT adoption even if it is implemented partially. Research limitations/implications First, the respondents were selected using the convenience sampling technique. Second, the data were collected through self-report questionnaires. Practical implications The results of this study are important for university administrators, technology suppliers and donors, as this may contribute to better understanding of the factors that could influence the adoption, management and use of ICT resources for enhancing the knowledge of the university capabilities. Originality/value This study is the first one to address the integration of IT in HE institutions in the region; the results have implications for IT adoption in such institutions. More importantly, the study suggests a framework that reveals multiple levels of influence that impact the adoption and implementation of IT in the institutions.

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12

Russell, Glenn. "Ethics, Globalization and Information Technology in Higher Education." International Journal of Knowledge, Culture, and Change Management: Annual Review 8, no. 8 (2008): 29–34. http://dx.doi.org/10.18848/1447-9524/cgp/v08i08/50638.

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13

Hollman, Angela K., Sonja H. Bickford, and Janet L. Lear. "Communication Processes of Information Technology Executives in Higher Education." Journal of Organizational and End User Computing 30, no. 2 (April 2018): 71–87. http://dx.doi.org/10.4018/joeuc.2018040104.

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This article seeks to explain the key variables of internal communication processes of information technology executives, specifically chief information officers (CIOs), at higher education institutions. By understanding the key variables that influence the IT communication process, leaders and administrators, such as the CIO, can better communicate with their stakeholders leading to a successful, technology-integrated organization. While others have sought to model this business-IT relationship using communication as one part of a model, this study focuses upon only the CIO communication process adding value to current information technology management literature. This exploratory pilot article offers empirical insights about how CIOs communicate within their own team and up through the executive ranks of an organization. It suggests that CIOs can be divided into two categories; these two categories, keying off of communication variables, appear to directly affect the ultimate success or failure regarding the integration of technology into the mission and vision of the organization.

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14

Albright, Linda P. "The information technology imperative for higher education: A report." Library Acquisitions: Practice & Theory 21, no. 3 (September 1997): 268–70. http://dx.doi.org/10.1016/s0364-6408(97)00022-7.

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15

Sugilar, Hamdan. "Educational Personnel and Information Technology in Higher Education Governance." International Journal of Advanced Trends in Computer Science and Engineering 9, no. 2 (April 25, 2020): 1189–94. http://dx.doi.org/10.30534/ijatcse/2020/45922020.

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16

Maylawati, Dian Sa’adillah. "Digital Native on Information Technology Acceptance in Higher Education." International Journal of Advanced Trends in Computer Science and Engineering 9, no. 2 (April 25, 2020): 1201–6. http://dx.doi.org/10.30534/ijatcse/2020/47922020.

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17

Roch, James, and Robert Behling. "Managing higher education information technology professionals for maximum productivity." International Journal of Management in Education 1, no. 4 (2007): 287. http://dx.doi.org/10.1504/ijmie.2007.015193.

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18

Azma, Fereydoon. "The Quality Indicators of Information Technology in Higher Education." Procedia - Social and Behavioral Sciences 30 (2011): 2535–37. http://dx.doi.org/10.1016/j.sbspro.2011.10.494.

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19

Somekh, Bridget. "Supporting information and communication technology innovations in higher education." Journal of Information Technology for Teacher Education 7, no. 1 (March 1998): 11–32. http://dx.doi.org/10.1080/14759399800200028.

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20

Holt, Dale M., and Diane J. Thompson. "Managing information technology in open and distance higher education." Distance Education 19, no. 2 (January 1998): 197–227. http://dx.doi.org/10.1080/0158791980190203.

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21

Allen, D. K., and T. D. Wilson. "Strategic planning for information and technology in higher education." New Review of Information Networking 1, no. 1 (January 1995): 1–15. http://dx.doi.org/10.1080/13614579509516843.

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22

Dodds, Ted. "Information technology: A contributor to innovation in higher education." New Directions for Higher Education 2007, no. 137 (2007): 85–95. http://dx.doi.org/10.1002/he.247.

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23

Fatah Maulani, Galih Abdul, Nizar Alam Hamdani, Sukma Nugraha, Asri Solihat, and Teten Mohamad Sapril Mubarok. "Information Technology Resources and Innovation Performance in Higher Education." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 04 (February 26, 2021): 117. http://dx.doi.org/10.3991/ijim.v15i04.20193.

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<p class="0abstract"><strong>Abstract—</strong> Information technology encourages various forms of organizations to always adapt to changes so that they can sustain their business for a long time. Higher education institutions are organizational entities required to use information technology to support existing business processes. This study aims to examine the extent to which information technology resources have an influence on innovation performance in higher education. Quantitative research methods are used to determine this influence by involving 97 respondents who work in higher education institutions in Garut, Indonesia, besides processing and modeling research using SmartPLS. The results of the analysis show that information technology resources have an essential role in creating innovation performance improvement in higher education institutions, especially in terms of product innovation. The research was conducted only at private universities in Garut Regency. Therefore, further research involving universities in a nationwide scope is recommended. The results of this study imply that it is necessary for universities, which are expected to be ready for changes, to involve information technology in the creation of innovation in order for them to survive. The effect of information technology resources on the performance of innovation in private universities in Garut Regency has never been studied before; therefore, we consider that our study provides a novel contribution to the field.</p>

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24

Li, Xiaobin. "Information and Communication Technology in Education." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 1–11. http://dx.doi.org/10.4018/jicte.2013010101.

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This article provides an overview of the current development of information and communication technology (ICT) utilized in Chinese education. Specifically, the article describes and discusses the impact contemporary ICT has on Chinese elementary and secondary education, as well as the existing challenges in ICT application. The article also examines ICT’s application in higher education, particularly in distance education, and the issues that have to be dealt with. The article discusses the potential for further developing education with ICT. In addition, it makes recommendations with regard to providing better education with ICT in China.

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25

IDA, Masaaki, and Hajime KITA. "Activities of Higher Education Institution and Information Technology : Education and Institution Management." Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 17, no. 5 (2005): 517–24. http://dx.doi.org/10.3156/jsoft.17.517.

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26

Jabeen, Fauzia, Mehmood Khan, and Syed Zamberi Ahmad. "Understanding the Technology Receptivity in Higher Education." International Journal of Technology and Human Interaction 14, no. 3 (July 2018): 39–52. http://dx.doi.org/10.4018/ijthi.2018070103.

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This article seeks to investigate factors that predict students' attitudes and intentions to use technology in higher education in the UAE context. A survey research was conducted on a sample of public and private University students using blackboard learn system and other educational technologies in the UAE. A model was developed, and structural equation modeling was used to ascertain the goodness of fit of the model. Computer literacy, ease of use and usefulness were hypothesized to impact the electronic satisfaction and retention of a student with Blackboard and other technology based educational platforms. Perceived usefulness and perceived computer literacy to e-satisfaction and retention was found to be statistically significant. This paper emphasizes technology implementation and receptivity in higher education students in a developing country context, and makes tentative suggestions and recommendations on how policy makers might respond to current and future technology needs.

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27

Liu, Xiao Hong. "Application of Data Mining Technology in Higher Education." Applied Mechanics and Materials 574 (July 2014): 743–47. http://dx.doi.org/10.4028/www.scientific.net/amm.574.743.

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With the rapid development of information technology, many universities have a relatively complete information platform, and a mass of data resources. Faced a lot of data, how the data is rational used and developed, to accomplish the transformation of knowledge that provide managers with basis for decision making, has become the focus of attention in universities. Data mining technology provide technical support for achieving this goal.

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28

Lynch, Kathy, Aleksej Heinze, and Elsje Scott. "Information Technology Team Projects in Higher Education: An International Viewpoint." Journal of Information Technology Education: Research 6 (2007): 181–98. http://dx.doi.org/10.28945/209.

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29

Manduna, Watson Moffat. "Access–usage qualities of information technology in higher education setting." Journal of Psychology in Africa 24, no. 2 (March 4, 2014): 200–202. http://dx.doi.org/10.1080/14330237.2014.903073.

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30

Rachmaniah, M., N. K. Merry, I. Hamidah, and I. Zulkarnain. "Information and communication technology application improved higher education accreditation management." IOP Conference Series: Earth and Environmental Science 299 (July 29, 2019): 012069. http://dx.doi.org/10.1088/1755-1315/299/1/012069.

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31

Al-Araji, Asim, and A. M. Amer. "Information Technology — Higher Education Alignment: Field Study in Jordanian Universities." Indian Journal of Public Administration 48, no. 4 (October 2002): 709–19. http://dx.doi.org/10.1177/0019556120020410.

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32

Nadrljanski, Djordje, Mila Nadrljanski, and Ivan Božicevic. "Modular approach to modelling of higher education in information technology." International Journal of Advanced Intelligence Paradigms 3, no. 3/4 (2011): 323. http://dx.doi.org/10.1504/ijaip.2011.043434.

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33

Van Houweling, Douglas E. "Information Technology: A Survey from the Perspective of Higher Education." Library Hi Tech 4, no. 4 (April 1986): 23–31. http://dx.doi.org/10.1108/eb047662.

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34

Snavely, Loanne. "Global educational goals, technology, and information literacy in higher education." New Directions for Teaching and Learning 2008, no. 114 (2008): 35–46. http://dx.doi.org/10.1002/tl.315.

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35

Longworth, Norman. "Computing, Communicating, Educating: Information Technology, Higher Education and the Environment." Higher Education Policy 5, no. 1 (March 1992): 15–20. http://dx.doi.org/10.1057/hep.1992.3.

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36

WARZOCHA, Tomasz. "DIDACTICS OF HIGHER EDUCATION IN THE CONTEXT OF INFORMATION TECHNOLOGY." Journal of Technology and Information 9, no. 1 (April 30, 2017): 262–68. http://dx.doi.org/10.5507/jtie.2017.022.

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37

LeDuc, Albert L. "What is truly important about information technology in higher education." Journal of Computing in Higher Education 8, no. 1 (September 1996): 124–39. http://dx.doi.org/10.1007/bf02942399.

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38

Matveyev, Aleksei G., and Vitaly A. Zhuravlyov. "Higher education and information technology: The Russian Federation state policy." Educational Technology Research and Development 45, no. 4 (December 1997): 97–106. http://dx.doi.org/10.1007/bf02299687.

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39

Wang, Xin-Hong, and Jing-Ping Wang. "New Online Teaching Mode of Higher Education with Information Technology." International Journal for Innovation Education and Research 5, no. 11 (November 30, 2017): 17–27. http://dx.doi.org/10.31686/ijier.vol5.iss11.801.

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In this article, the current situation of online teaching of higher education in the information age was briefly described, and the characteristics of MOOC and SPOC was also analyzed and compared to propose and construct a new mode of post-MOOC online education based on "autonomous learning - collaborative learning – mixed learning and learning "SCH-SPOC teaching model; and taking the teaching of engineering graphics course exploration as an example, demonstrated the resource-sharing individualized learning mode, while co-teaching collaborative learning mode and flip classroom mixed learning The significance of the new model is to gradually break the traditional pattern of "full house".

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40

Zhang, Qiang. "Information System Construction in Higher Vocational Education." Advanced Materials Research 1078 (December 2014): 380–83. http://dx.doi.org/10.4028/www.scientific.net/amr.1078.380.

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This paper is to design and implement the MVC design pattern of teaching management system based on. The entire system in the design and implementation process is based on object-oriented thinking, using the ASP.NET MVC framework technology, system design with clear ideas, software reusability is high. Based on the establishment and application of teachers teaching management system for college teachers can provide an information management platform in the teaching environment.

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41

Lin, Canchu, and Louisa Ha. "Subcultures and Use of Communication Information Technology in Higher Education Institutions." Journal of Higher Education 80, no. 5 (September 2009): 564–90. http://dx.doi.org/10.1080/00221546.2009.11779032.

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42

Canchu Lin and Louisa Ha. "Subcultures and Use of Communication Information Technology in Higher Education Institutions." Journal of Higher Education 80, no. 5 (2009): 564–90. http://dx.doi.org/10.1353/jhe.0.0064.

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43

Miller, Michael, Mei-Yan Lu, and Thapanee Thammetar. "The residual impact of information technology exportation on Thai higher education." Educational Technology Research and Development 52, no. 1 (March 2004): 92–96. http://dx.doi.org/10.1007/bf02504777.

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44

Eman, Y., and I. Huda. "Electronic Information Sharing Between Yemen Public Universities and Yemen Center Information Technology Higher Education." Journal of Computational and Theoretical Nanoscience 16, no. 5 (May 1, 2019): 2410–13. http://dx.doi.org/10.1166/jctn.2019.7909.

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45

Bi, Ting Yan. "On Process of Local Higher Education Information in China." Advanced Materials Research 457-458 (January 2012): 1278–82. http://dx.doi.org/10.4028/www.scientific.net/amr.457-458.1278.

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China's information technology has undergone 30 years of development just like other developing countries. Though the information technology of Chinese education, especially higher education has just gone through 10 years of development, it has made remarkable achievements in infrastructure, key technologies, information technology, and standards construction. However, compared with western developed countries and the development needs of higher education, there is a wide gap in the level of information in local higher education in China. Conscientiously summing up results, revealing problems and learning from experiences of developed countries will be conducive to accelerate the process of education information in China's local colleges.

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46

jooybari, Mansureh GHanbarpoor, Mojtaba Rezaei Rad, and Seyyede Fatemeh Hashemi Shiyadeh. "Using Effective Models of Information and Communication Technology in Higher Education." Research Journal of Applied Sciences, Engineering and Technology 6, no. 14 (August 10, 2013): 2676–80. http://dx.doi.org/10.19026/rjaset.6.3757.

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47

Zhou, Ling. "Modern Information Technology on Higher Education Reform and the Countermeasures Analysis." Advanced Materials Research 1023 (August 2014): 225–28. http://dx.doi.org/10.4028/www.scientific.net/amr.1023.225.

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The development of modern information technology to accelerate the rapid development of high technology, the rapid development of high technology and promote the differentiation and integration of university disciplines. By describing the main contents of modern information technology, and analyzes the impact of modern information technology on Teaching Reform of higher education and university teachers from the use of multimedia technology to improve the level and increase the ability of teachers to use modern distance education university and college teachers to improve the teaching of measures to address three aspects of information literacy universities.

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48

Guneri Sahin, Yasar, and Ufuk Celikkan. "Information Technology Asymmetry and Gaps Between Higher Education Institutions and Industry." Journal of Information Technology Education: Research 19 (2020): 339–65. http://dx.doi.org/10.28945/4553.

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Aim/Purpose: This paper investigates the gaps between industry and academia perceptions of information technology fields, such as computer science, software engineering, and computer engineering, and it identifies areas of asymmetry between curricula and industry expectations. The study mainly focuses on the skills required of IT professionals (graduated students) and on how higher education institutes equip students for industry. Background: Higher education institutes have several IT-related departments. However, it is not clear whether these departments have sufficient content to equip students with industry-related skills. Rapid advances mean that some curriculum topics are redundant before the end of a standard two- or four-year degree programs. Balancing the technical/non-technical skills and adjusting the curricula to better prepare the students for industry is a constant demand for higher education institutions. Several studies have demonstrated that a generic curriculum is inadequate to address current IT industry needs. Methodology: The study involved a comprehensive survey of IT professionals and companies using a Web-based questionnaire sent directly to individual companies, academics, and employers. 64 universities and 38 companies in 24 countries were represented by the 209 participants, of whom 99 were IT professionals, 72 academics, and 38 employers. Contribution: This paper is intended to guide academics in preparing dynamic curricula that can be easily adapted to current industry trends and technological developments, with content directly relevant to student’s careers. In addition, the results may identify the skills that students need to secure employment and the courses that will provide skills in line with current industry trends. Findings: The results indicate a lack of emphasis on personal and non-technical skills in undergraduate education compared to general computer science, software development, and coding courses. Employers’ and software experts’ responses emphasize that soft skills should not be ignored, and that, of these, analytical thinking and teamwork are the two most requested. Rather than a theoretical emphasis, courses should include hands-on projects. Rapid developments and innovations in information technologies demand that spiral and waterfall models are replaced with emerging software development models, such as Agile and Scrum development. Recommendations for Practitioners: A multidisciplinary approach should be taken to the teaching of soft skills, such as communication, ethics, leadership, and customer relations. Establishing multiple learning tracks in IT education would equip students with specialized knowledge and skills in IT. An effective communication channel should be established between students and industry. It is also important to reduce the distance between academics and students and to provide an interactive environment for technical discussions. Enterprise level computing and Framework use provide job market advantages. Recommendation for Researchers: Researchers and department heads, particularly those involved in curriculum design and accreditation, could use the results of this exemplary study to identify key topics for attention. Impact on Society: Changes of various degrees are required in the current curricula in many higher education institutions to better meet student needs. Societies and technology are dynamic in nature, and information technology-related curricula in higher education institutions should be equally dynamic. Future Research: Since technology (especially information technology) transforms and advances itself so rapidly, this study should be replicated t to investigate how these changes affect the gap between revised curricula and current industry expectations.

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49

Mahmud, Mahmud. "Measurement Degree of Acceptance of Information Technology Implementation in Higher Education." International Journal of Advanced Trends in Computer Science and Engineering 9, no. 2 (April 25, 2020): 1172–77. http://dx.doi.org/10.30534/ijatcse/2020/42922020.

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50

Sharpe, Tom, and Andrew Hawkins. "Technology and the Information Age: A Cautionary Tale for Higher Education." Quest 50, no. 1 (February 1998): 19–32. http://dx.doi.org/10.1080/00336297.1998.10484262.

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