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Impact of information and communication technology on teaching and training: A qualitative systematic review
DISSERTATION

, Ohio University, United States

Ohio University . Awarded

Abstract

This dissertation investigates information and communication technology (ICT) systems and their applications and use in teaching and training in universities and corporations. The aim is to identify and map studies that might shed light on the impact of ICT systems on teaching and training, and to undertake an in-depth analysis of the identified literature. The context of the study is the growing prevalence of information and communication technology (ICT) use in academic and corporate training. Although there has been considerable research in this area, several issues still require further investigation. A closer look reveals that corporations have been focusing on technology without giving much attention to pedagogical issues of learning. This is in contrast to universities where attention is usually given to learning pedagogy without realizing the full power of ICT in enhancing and even re-creating teaching and learning practices. Moreover, managing technological change in organizations is a challenging issue that requires further research in both academic and corporate settings. A qualitative systematic review has been conducted to develop a framework for the integration of ICTs into teaching and training in universities and corporations. Understanding technological innovations, coupled with understanding of educational principles and organizational challenges, should lead to new applications of technology that will transform the process of teaching and training. The research method used is replicable as times goes by so the study is scalable as new technologies appear and pedagogical principles adopted.

Citation

Akir, Z.I. Impact of information and communication technology on teaching and training: A qualitative systematic review. Ph.D. thesis, Ohio University. Retrieved October 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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