Digitalization of Higher Education using Cloud Computing: Implications, Risk, and Challenges
- Length: 256 pages
- Edition: 1
- Language: English
- Publisher: Chapman and Hall/CRC
- Publication Date: 2021-12-15
- ISBN-10: 103206613X
- ISBN-13: 9781032066134
- Sales Rank: #0 (See Top 100 Books)
Digitalization of Higher Education using Cloud Computing: Implications, Risk, and Challenges provides an insight into the latest technology and tools being used to explore learning in higher educational institutions. Cloud Computing being an upcoming technology integrates with the academia and Industry thereby enhancing the quality of education.
The opportunities and challenges faced by Higher Education Institutions (HEIs) in recent times due to technological disruptions have forced both academia and industry to realign their strategies for survival and growth. With the acceleration of cloud computing in higher education, it has now become imperative for educators to constantly upskill and reskill in order to meet the requirements of the future of work, particularly in the digital age. Technological advancement is an unstoppable wave and the lack of relevant skills to handle the disruptions in higher education will become a huge challenge if not addressed promptly. This is the new phase of Education 4.0 where HEIs are aligning themselves using cloud computing implications and thus preparing both faculty as well as students to embrace the changes happening in the teaching and learning processes
This book focuses on multi-faceted strategies to be adopted by HEIs to deal with the emerging issues related to teaching-learning processes using cloud computing, technological interventions, curriculum overhaul, experiential learning, multi-disciplinary approach and continuous innovations and digitalization.
The book offers comprehensive coverage of many academic areas with most essential topics including:
- Pedagogies in Digital Education using Cloud Environment.
- Risks and challenges in Cloud Platform for Teaching and Learning.
- Collaborative and Group Learning in Cloud Environment
- .Enhancing quality of education using E-learning methodologies.
This book covers Cloud Enabled Digitalization of Higher Education and Innovations and applications of Digitalization of Higher Education from cloud perspective. The book will be useful for undergraduates, graduates, academicians, scholars, and policy makers. It will help the readers acquire skills for smooth transition from face to face teaching to cloud based teaching.
Cover Half Title Series Information Title Page Copyright Page Table of Contents Preface Editors’ Biographies List of Contributors Section A Cloud Enabled Digitalization of Higher Education 1 Education Tools and Technologies in the Digital Age for Society 5.0 1.1 Introduction 1.2 Literature Review 1.3 Education Tools 1.3.1 Corporate E-Learning 1.3.2 Global E-Learning Industry 1.4 Major E-Learning Tools in the Twenty-First Century 1.5 Digital Age Technologies in Education 1.5.1 Use of Digital Tools in Education 1.5.2 The Challenges of Digital Technologies Within the Classroom 1.5.3 The Use of Virtual Technologies in the Schoolroom With Teacher Support 1.6 Conclusion 1.7 What Next? References 2 Digitalization in Higher Education: Students’ Issues and Challenges 2.1 Introduction 2.2 Methodology 2.3 Research Questions 2.4 Literature Review 2.5 Some Facts and Findings of Global Online Learning 2.6 Digitalization of Education in India 2.6.1 Trends in the Digitalization of Education in India 2.6.2 Some of the Indian Online Learning Portals 2.7 The Rise of Digital Education During COVID-19 2.8 Advantages and Disadvantages of Digitalization of Education 2.8.1 Advantages 2.8.2 Disadvantages 2.9 Issues and Challenges Faced By Students Due to the Digitalization of Higher Education 2.10 Research Methodology 2.10.1 Participants 2.10.2 Quality of Online Learning 2.11 Managerial Implications 2.12 Findings 2.13 Limitations 2.14 Suggestions 2.15 Conclusion References 3 Pedagogies in Digital Education 3.1 Introduction 3.2 Objectives 3.3 Digital Platforms in Learning 3.3.1 M-Learning 3.3.2 Information Communication Technology (ICT) 3.3.3 Gaming Pedagogy 3.4 Students’ Contribution to Pedagogy 3.5 Attitudes Towards Digital Education 3.5.1 Challenges in Adapting to the Pedagogies in Digital Education 3.6 Hypothesis 3.7 Research Questions 3.7.1 Analysis and Hypothesis Testing Based On Meta-Analysis Technique 3.7.1.1 Introduction to Meta-Analysis 3.7.1.2 Assumptions of Meta-Analysis 3.8 Results and Discussion 3.8.1 Meta-Analysis Model 3.8.2 Sub-Group Analysis 3.8.3 Moderator Analysis 3.8.3.1 Regression 3.8.4 Moderator Analysis 3.8.5 Publication Bias 3.8.5.1 Histogram 3.8.5.2 Galbraith Plot 3.9 Conclusion 3.10 Implications 3.11 Application and Future Scope of Research References 4 Students’ Perspective of Cloud-Based Digitalization of Higher Education 4.1 Introduction 4.2 Literature Review 4.3 Research Questions 4.4 Research Objectives 4.5 Data and Methodology 4.6 How Technology Facilitates Learning 4.7 Difficulties Faced By Educational Institutions 4.8 Issues and Challenges Reported By Students 4.8.1 Adoption of Technology 4.8.2 Lack of Motivation 4.8.3 Maintenance of Self-Discipline 4.8.4 Lack of Interaction With Teacher 4.8.5 Lack of Accessibility 4.8.6 Security Issues Faced By Students 4.9 Strategies to Deal With the Issues and Challenges 4.9.1 Adaptability 4.9.2 Maintenance of Proper Infrastructure 4.9.3 Pay Attention Towards Security Issues 4.9.4 Provide Proper Training to Staff 4.10 Research Gaps 4.11 Conclusion 4.12 Implications of Study 4.13 Limitations of Research 4.14 Future Research References 5 Digitalization of Higher Education Using Cloud Computing: Issues and Challenges Faced By Teachers 5.1 Introduction 5.1.1 History 5.1.2 Contemporary 5.1.3 Future 5.2 Digitalization 5.3 Cloud Computing 5.4 Digitalization and Education 5.5 Digitalization, Cloud Computing and Education 5.6 COVID-19 and Its Impact On Digitalization of Higher Education 5.7 Digitalization and Higher Education 5.8 Digitalization and Difficulties Faced By Teachers 5.8.1 Hurried Implementation Causes Stumbling Blocks and Limitations 5.8.2 Poor Internet Infrastructure, Especially in Rural Areas, Causes Connectivity Problems 5.8.3 Software Compatibility Issues When Implemented Without Testing 5.8.4 Network and Bandwidth Issues 5.8.5 Attendance Could Not Be Properly Downloaded/Recorded 5.8.6 Lack of Face-To-Face Interaction 5.8.7 Seriousness of Students 5.8.8 Feedback System Is Not Adequate 5.8.9 Awareness Among Teachers Is Lacking 5.8.10 Creativity Is Not at Its Fullest 5.8.11 Facing the Audience Is Lacking 5.8.12 Body Language 5.8.13 Unfair Means During Tests and Exams 5.8.14 Monitoring and Evaluation Is Tough and Challenging 5.8.15 One-To-One Student Handling Is Time Consuming and Difficult 5.8.16 Teachers Involved in Non-Teaching Activities 5.8.17 Increased Screen Time Has Led to Medical Issues 5.8.18 Students in Government Schools and Colleges Are Poor and Cannot Afford the Digital Medium 5.8.19 No Standard Method of Evaluation 5.8.20 Cannot Do Courses That Require Labs/Workshops 5.8.21 Ethical Values Are Under Threat 5.8.22 Security of Data and Resources 5.9 Conclusion 5.10 Suggestions 5.11 Limitations 5.12 Future Scope References 6 Cloud-Based Digitalization in Higher Education: Issues and Challenges Faced By Students 6.1 Introduction 6.2 Literature Review 6.3 Theoretical Framework 6.3.1 Issues Related to Students 6.3.2 Issues Related to Effective Teaching 6.3.3 Research Question 6.4 Research Objective 6.5 Methods 6.6 Findings 6.6.1 Empirical Results 6.7 Discussion of the Results 6.8 Conclusions 6.8.1 Recommendations 6.9 Implications of the Study 6.10 Limitations and Future Scope References 7 Pathways for an Internet Equitable Higher Education in India 7.1 Introduction 7.2 Research Questions and Methods 7.3 Theoretical Framework 7.3.1 Digital Divide 7.3.2 Layers of Digital Inequity 7.3.3 Ensuring Digital Equity 7.3.4 Addressing the Inequity 7.4 Methodology 7.4.1 Discussion: Indian Responses and Pathways 7.4.2 Addressing Inequity at the Institutional Level 7.5 Conclusion References Section B Innovations and Applications of Digitalization of Higher Education: A Cloud Perspective 8 Technology: Perception of Higher Education 8.1 Introduction 8.2 Literature Review 8.2.1 Higher Education in India 8.2.2 Role of Technology in Education Sector 8.2.3 University of Delhi 8.2.4 Image Perception and Competitive Advantage 8.3 Methodology 8.3.1 Research Design and Approach 8.3.2 Research Validity and Reliability 8.3.3 Data Collection 8.3.4 Data Analysis 8.3.5 Research Ethics 8.4 Findings 8.4.1 Students’ Issues 8.4.2 Parents’ Issues 8.4.3 Teachers’ Issues 8.4.4 Administrative Issues 8.4.5 Perception of University of Delhi 8.4.6 Advantages at the University of Delhi 8.5 Discussion and Conclusion 8.5.1 Discussion 8.5.2 Conclusion 8.5.3 Limitations 8.5.4 Future Scope References 9 Creating a Sustainable Future With Digitalization Using Cloud Computing in Online Education 9.1 Online Learning Growth During the COVID-19 Pandemic 9.1.1 What Is the Response of the Education Sector to COVID-19? 9.1.2 What Is the Implication for Learning’s Future? 9.1.3 A Changing Education Imperative 9.2 An Overview of India’s Higher Education System 9.3 An Overview of the Indian Environment for Online Education 9.4 Is India Ready for Online Education in the Current Coronavirus Crisis and Beyond? 9.5 Barriers to Online Education in India 9.6 Online Education Is Becoming Necessary – Why? 9.7 Factors Pushing India’s Online Education 9.8 Cloud Computing Enabling Online Learning 9.9 Success Stories 9.10 Key Practices for Successful Online Learning 9.11 Conclusion 9.12 Implications of the Study 9.13 Limitations and Directions for Future Research References 10 Importance of MOOCs in Cloud-Enabled Digitalization of Higher Education 10.1 Introduction 10.2 Literature Review 10.2.1 Evolution of MOOCs 10.2.2 MOOCs in Higher Education 10.3 Theoretical Framework 10.3.1 Theory of Constructivism and Online Learning 10.3.2 Theory of Adoption and Diffusion 10.3.3 Theory of Technology Acceptance Model (TAM) 10.4 Research Methods 10.5 Results and Discussion 10.5.1 Secondary Data Analysis 10.5.1.1 MOOCs Journey 10.5.1.2 The MOOCs Scenario 10.5.2 Primary Data Analysis 10.6 Conclusion and Future Scope 10.7 Theoretical and Practical Implications References 11 Bridging the Digital Divide in the Indian Education Sector: A Multi-Stakeholder Perspective 11.1 Introduction 11.1.1 Digital Divide: An Evolution of the Concept 11.2 Literature Review 11.2.1 Reasons for Digital Divide 11.2.1.1 The Motivational Access 11.2.1.2 Material Access 11.2.1.3 Skills Access 11.2.1.4 Usage Access 11.3 Digital Divide in the Indian Education Sector 11.4 Bridging the Digital Divide in Education: Role of Multiple Stakeholders 11.4.1 National Policy On ICT in Schools 11.4.2 National Broadband Mission 11.4.3 Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA) 11.4.4 Digital Infrastructure for Knowledge Sharing (DIKSHA) 11.4.5 SWAYAM 11.4.6 PM E Vidya 11.4.7 Swayam Prabha 11.4.8 National Digital Library (NDL) 11.4.9 E.Choupal 11.4.10 Internet.org 11.4.11 NIIT: Hole in the Wall Experiment 11.4.12 Hindustan Lever: Project I-Shakti 11.4.13 Hewlett-Packard (HP): I-Community Project 11.4.14 Google for India Project 11.4.15 Wipro Applying Thought Initiative (WATIS) 11.4.16 NASSCOM Corporate Social Responsibility Foundation 11.4.17 Personalised Digital Learning Platforms 11.5 Discussion and Implications 11.6 Conclusion References 12 Computer Aided Collaborative Learning: Challenges and Opportunities 12.1 Introduction 12.2 Collaborative Learning Theories 12.2.1 Vygotsky’s Theory 12.2.2 Piaget’s Theory 12.2.3 Kegan’s Theory 12.3 Bloom’s Taxonomy and Learning Domains 12.3.1 Cognitive Domain 12.3.2 Affective Domain 12.3.3 Psychomotor Domain 12.4 Collaborative Learning: Individual Benefits 12.4.1 Ignite Active Learning 12.4.2 Boost Critical and Quick Thinking 12.4.3 Enhance Speaking and Listening Skills 12.4.4 Lead to Problem Solving 12.4.5 Develop New Products 12.4.6 Build a Collaborative Learning Environment 12.5 Collaborative Learning: Organisational Benefits 12.5.1 Enhance Leadership Skills 12.5.2 Enhance Team and Departmental Relationships 12.5.3 Enhance Employee Engagement, Acquisition and Retention Rate 12.6 Computer Aided Collaborative Learning (Figure 12.1) 12.6.1 BlackBoard Collaborate Ultra 12.6.2 WIZIQ 12.6.3 Google Apps for Education 12.6.4 Kahoot 12.6.5 FlipGrid 12.6.6 Skype in Education 12.7 Challenges and Opportunities for Designing Computer Aided Collaborative Learning References 13 Estimating Attainment of Course Outcomes (COs) and Program Outcomes (POs) in the Digital Age 13.1 Introduction 13.2 Synopsis of Criteria 13.3 CO, PO and PSO Attainments 13.4 CO Attainment 13.5 By and Large Co Fulfillment 13.6 POs Attainment 13.7 Conclusion 13.8 Discussion References 14 Influence of Digital Issues On Cloud-Based Higher Education Quality 14.1 Introduction 14.1.1 Role of Cloud Computing in Higher Education 14.1.2 The Objective of the Study 14.2 Theoretical Construction 14.2.1 The Organismic Integration Theory 14.2.2 Technology Acceptance Theories 14.2.2.1 Adoption of New Technology 14.2.3 Theory of Planned Behaviour Approach 14.2.4 Technology Acceptance Model (TAM) 14.3. Review of Literature 14.3.1 Research Gap 14.3.2 Conceptual Framework (Figure 14.1) 14.4 Methodology 14.4.1 The Study Area 14.4.2 Research Design 14.4.2.1 Population and Sample 14.4.2.2 Sampling Technique 14.4.3 Data Collection Methods and Procedures 14.4.4 Data Analysis and Interpretation Techniques 14.5 Data Analysis 14.6 Conclusion 14.7 Implications 14.8 Limitations 14.9 Future Research References 15 Dimensions of Cloud Computing-Based Brand Equity Measurement in the Education Sector of Oman and India 15.1 Introduction 15.2 Literature Review 15.2.1 Cloud Computing 15.2.2 Brand Awareness 15.2.3 Brand Loyalty 15.2.4 AI Brand Awareness 15.2.5 Predictive Analytics to Enhance Brand Equity in Education 15.2.5.1 Targeted Student Advising 15.2.5.2 Adaptive Learning 15.2.5.3 Manage Enrolment 15.3 Research Questions 15.4 Research Hypothesis 15.5 Research Objectives 15.6 Research Problems 15.7 Research Methods 15.7.1 Theoretical Background 15.7.1.1 Existing Model (Figure 15.1) 15.7.1.2 Proposed Model (Figure 15.2) 15.7.2 Secondary Research Method 15.7.3 Scale Development 15.7.4 Sampling Method 15.7.5 Data Collection 15.7.6 Data Analysis 15.8 Results and Discussion 15.8.1 Regression Weights 15.8.2 Model Fit 15.9 Conclusion, Implication, and Future Scope 15.9.1 Administrative Implications 15.9.2 Scope for Future Research References Index
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