We show how digital platforms produce a paradoxical kind of digital learner, whose autonomy and freedom to choose, connect, produce, accumulate, perform and enact is configured within an epistemological space demarcated by the tensions between modularisation and hypertextuality, linearity and co-existence, performance and character/potential. We identify some theoretical tools for the analysis of the educational experience that platforms make possible, thinkable and desirable. Using Foucauldian archaeological methods, we present an analytics that focuses on three interrelated axes, the spatial, temporal and ethical configurations of educational platforms. This article contributes to this focus of attention, proposing a conceptual framework for the analysis of the configuration of platforms and the kinds of learning experience and learners they create the conditions of possibility for. In response, educational research has devoted increasing attention to the so-called platformisation of education. Platforms are changing what education is and how it is experienced. Many schools and students across the globe are now engaging with educational digital platforms in their teaching and learning experience. We also discuss how we ensured that hands-on learning remains an integral part of engineering curricula, and we argue that some of the applied changes during the pandemic will likely serve as a catalyst for modernizing education.
In this chapter, we provide a rationale for a variety of course delivery models at different stages of the pandemic and highlight the approaches we took to overcome some of the pressing challenges of remote education. With interrupted face-to-face delivery, limited access to state-of-the-art labs, barriers with educational technologies, challenges of academic integrity, and obstacles with remote teamwork and student participation, creative solutions were urgently needed. Following the transition to online learning, educators had to grapple with a host of challenges. Faced with this life-threatening pandemic, educators had to swiftly pivot to an alternate form of course delivery without severely impacting the quality of the educational experience. The COVID-19 pandemic significantly disrupted the educational sector. The authors have illustrated empirically how the notion of UX of the LMS provides a means of exploring both students' participation in e-learning and their intention towards using such learning platforms. Moreover, the use of modular object-oriented dynamic learning environment (Moodle) as an application of LMS was rated positively, and e-learning was considered as an effective sustainable learning solution in current conditions. The results showed that students, particularly in programs where courses are mainly offered online, are dependent on such learning platforms. Moreover, for quantitative data, a short survey was developed and distributed among the potential respondents. For qualitative data, 20 semi-structure interviews were conducted. This paper employs a mixed-method approach. This paper aims to explore the perspectives of university students on the learning management system (LMS) and determine factors that influence user experience and the outcomes of e-learning. This SLR also suggests future lines of research according to the gaps identified in the theoretical corpus.
Also revealed is the importance for these institutions of implementing a web portal appropriate to their needs, and the web portal’s importance to help in decision-making. The evidence demonstrates there is a major shortage of scientific articles in the HEI context.
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Based on the results obtained, it was possible to identify, explore and systematize the main themes on this topic: (1) Software used in web portals, (2) Internal and external benefits, (3) Acceptance of technology and (4) Management and storage of information. Therefore, this study aims to provide a systematic literature review (SLR) of the role of web portals as tools to support information management in HEIs, based on various studies published up to the present day. Web portals have become vital for Higher Education Institutions (HEI), since they serve as an interface and communication channel between all academic staff.
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