Nikleia Eteokleous

Investigating Mobile Devices Integration in Higher Education in Cyprus: Faculty Perspectives

Mobile devices are everywhere and mobile learning has emerged as a potential educational environment; however it is relatively new to Cyprus educational system. The purpose of this research work is to assess and determine the readiness; and evaluate the viability of integrating mobile technology in Cyprus higher education level. To address the above, a mixed method approach is employed making use of quantitative and qualitative data from faculty members working in three private universities in Cyprus. Faculty reactions were mixed with some of them seeing the benefits for mobile learning while others have doubts. The results summarize the technological and pedagogical aspects to be considered prior integrating mobile devices. Additionally, the study supports that one of the major barriers to educators is the lack of understanding regarding mobile devices integration in the teaching and learning process. Finally, there is a need to develop well-defined and well-structured requirements for mobile integration in the classroom.

Exploring parents’ and children's awareness on internet threats in relation to internet safety

Purpose – The purpose of the study is to explore parents’ level of awareness in relation to the threats that children are exposed to when using the internet. Additionally, it explores the parental interest to raise their awareness on internet use and threats, as well as investigating their interest in establishing household environment safety measures in their household and a secure internet system in order to protect their children.Design/methodology/approach – The study employed a mixed method approach where quantitative and qualitative data were collected (Creswell). Questionnaires were used to collect the quantitative data and focus groups were organized for the qualitative data collection. The studys target population consisted of parents in two major cities in Cyprus, Nicosia and Larnaca. Non probability sampling was used to distribute 400 questionnaires to parents. The response rate was 55 percent, since 220 completed questionnaires were returned. The focus groups were organized as soon as the res...

Integrating Wikis as Educational Tools for the Development of a Community of Inquiry.

This article describes a study that attempted to evaluate the integration of wikis as an educational tool in successfully achieving the learning objectives of a fifth-grade linguistics and literature course. A mixed-method approach was employed—data were collected via questionnaires, reflective journals, observations, and interviews. The results revealed the development of a Community of Inquiry in a student-centered, blended learning environment through wiki integration and highlighted the significant role of the educator as well as the importance of the lesson’s and activities’ design and structure.

Developing youth's cultural and social skills through a social‐virtual curriculum

Purpose – This study seeks to evaluate the application of a social‐virtual curriculum delivered through in‐classroom and web‐based activities, aiming to develop youths social‐cultural skills, cultural competency and multicultural awareness. Specifically, the study evaluates the overall impact of the curriculum to the participating youths Universality‐Diversity Orientation, diversity of contact, relativistic appreciation (RA) and comfort with differences. It examines the influence of gender, ethnicity and religion to the aforementioned variables. Finally, it aims to identify the role of the curriculum and the Web 2.0 in promoting multiculturalism and multicultural education and in changing youths perceptions, and attitudes towards others.Design/methodology/approach – A quantitative approach was applied, using the Miville‐Guzman Universality‐Diversity Scale that measures an individuals Universal‐Diverse Orientation. Descriptive (frequencies, percentages, means, standard deviations and Cronbachs alpha) ...

Engineering education: Time to reform the fragmented, content-overloaded curricula context?

Technological, economic and social challenges are continuous, influencing higher education institutions to equip students with the necessary knowledge, skills and competences to work in such challenging context. Today, in engineering education a fragmented, content-overloaded engineering curriculum is not offering engineering students the career field that will bring together the technological problem-solving and practical skills of engineering along the leadership, teamwork and collaboration, organizational and planning capabilities of business. The current work is a theoretical framework that highlights the importance of preparing future engineers to work in a developing technological, economic and social business context in higher education. More specifically the authors propose the incorporation, in computer and electrical engineering curriculum at the University of Nicosia, three management courses as business electives. Significant comments from industry professionals and academics are collected and reported.

Interdisciplinary Web-based learning practices in higher education

This paper addresses the phenomenon of interdisciplinary learning (IL) in the higher education context. The study aims to examine the employment of interdisciplinary educational practice through a cloud environment - Applications (Google Apps). More specifically, through IL the authors aim to eliminate the fragmentation and the learning of isolated skills for two distinct undergraduate courses (MGT-372 Management of Innovation and Technology and MIS-151 Business Software Applications) allowing students through the use of technology (Google Apps) to increase their motivation for learning as well as develop abilities towards recognizing particularities, thinking critically, tolerating uncertainty, recognizing and appreciating ethical concerns. To address the above, the study employed a case study approach, collecting qualitative data through focus groups with students, online/in-class observations and lecturers comments.

The Engino Robotics Platform (ERP) controller for education

The Engino Robotics Platform Controller, which is presented in this paper, is a control box intended for primary and early secondary education students. It is used to teach basic control, robotics and technology based courses. Along with the controller a series of external sensors have been developed that can be directly connected to the controller. The controller and the sensors allow students to build robots and other automated or interactive systems using the Engino components.

Community of inquiry developed through cloud computing for MIS courses

Based on an earlier work, authors suggest that in higher education setting, improved learning experience for lecturers and students is possible through a meaningful collaboration, communication and authoring aiming the construction of knowledge by students [4]. The current work investigates the implementation of inquiry-based learning and the development of community of inquiry (CoI) through Google Applications for education in a higher education setting. More specifically, it provides evidence on how does cloud learning community is developed through the three presences of CoI: Teaching Presence (TP), Social Presence (SP) and Cognitive Presence (CP) for three Management Information Systems (MIS) courses. The CoI survey instrument was used to quantitatively examine the development of a CoI within the educational setting.

Cultivating entrepreneurial skills through case-based learning for MIS courses

The concept of entrepreneurship and the idea of entrepreneurship education are not novel. Entrepreneurship education at the university level, is mostly taught in business schools. Entrepreneurial skills are for every student. This empirical study investigates the role of case-based learning (CBL) in relation to entrepreneurial skills development in MIS multidisciplinary undergraduate courses at the University of Nicosia. The study addresses the organizational, pedagogical and practical challenges associated with immersing students in CBL activities that expose them to entrepreneurial thinking. A case study approach was used, collecting qualitatively data through observations and focus groups with students and reports from the lecturer. A suggested framework is presented where CBL approach is used to develop entrepreneurial skills.