Teaching Learning Process in Higher Education with the Impact of ICT: An Analytical Review

Abstract

As models of the teaching–learning process are addressed or when learning difficulties arise, the relationship between teaching, training, and children's learning comes up. Despite extensive study, we still have little understanding of how variations in learning activities affect students' learning. The importance of teachers and teaching as key study subjects has resulted in a restricted understanding of what happens in schools and classrooms. Few studies of teachers and teaching have looked at the degree to which disparities in teacher effectiveness are linked to differences in subject matter expertise, and there is still a tendency to talk about teaching and learning in broad terms without considering the material that has been learned. The author of this article argues that studies of teaching and learning must be linked to studies of the topic in order to create a dialogue between didactics and classroom studies. It is necessary to create an analytical design and structure capable of bridging the teaching– learning gap. Emerging developments in video/audio recording provide one line of inquiry into how various thematic trends are related to instructional activities and classroom interaction formats. Keywords— Teaching Learning Process, Mentor, Role of Teacher, Higher Education.

Full text

Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
Teaching Learning Process in Higher Education
with the Impact of ICT: An Analytical Review
Dr. Pradosh Chandra Patnaik1, Dr. Aslam Y. Suriya2, Mudrakola Swapna3
1Associate Professor, ASTRA, Hyderabad, 2Assistant Professor,Janata College,Chandrapur ,3 Asst Professor,Vardhaman College
of Engineering
Abstract—“As models of the teaching–learning process are
addressed or when learning difficulties arise, the
relationship between teaching, training, and children's
learning comes up. Despite extensive study, we still have
little understanding of how variations in learning activities
affect students' learning. The importance of teachers and
teaching as key study subjects has resulted in a restricted
understanding of what happens in schools and classrooms.
Few studies of teachers and teaching have looked at the
degree to which disparities in teacher effectiveness are
linked to differences in subject matter expertise, and there
is still a tendency to talk about teaching and learning in
broad terms without considering the material that has been
learned. The author of this article argues that studies of
teaching and learning must be linked to studies of the topic
in order to create a dialogue between didactics and
classroom studies. It is necessary to create an analytical
design and structure capable of bridging the teaching–
learning gap. Emerging developments in video/audio
recording provide one line of inquiry into how various
thematic trends are related to instructional activities and
classroom interaction formats.
Keywords— Teaching Learning Process, Mentor, Role of
Teacher, Higher Education.
I.
INTRODUCTION
“No one is born fully-formed: it is through self-experience in
the world that we become what we are” Paulo Freire
The origins of the great Indian educational system can be
traced back to the ancient Vedic period, when education was
only available to members of royal families.
During that time, the Gurukul method was in use, in which
shishya (students) were expected to forego the comforts of
home and remain with the Guru (teacher) until their
education was completed. The students were taught a variety
of topics, including warfare, moral principles, history, and so on.
GURUKUL SYSTEM is one of the old system training given to
unique student and these education is not only stress teachers in
teaching process but also helps to find student unique quality
and skills [9]. As time changed and going to new generation, we
travelled from epoch to the next, each epoch bringing with it
new concepts that became the foundation for future
developments. The Indian education system pre-Independence is
Upanishad period, The Buddhist period, the medieval period and
changed to Modern period [10].
The positive educational activities were carried forward with
modifications, while the unnecessary ones were abandoned.
Though there were many changes in the field of education, one
thing that remained constant was the relationship between
students and teachers, according to historians. Teachers have
always occupied the highest position in society, and both
students and parents held them in high regard. Slowly, schooling
became accessible to those who wanted to learn, with no
prejudice made against those who wanted to learn. Currently,
the government provides mandatory education and it is cost free
service to all children before they complete child’s play
(elementary) school. To improve the student interest we need to
empower energy of students with extracurricular activities
which helps people to associate with different types of people.
The sports and club activities will help to change the student
mindset towards gathering, social responsibility and healthy
competition [11].
Higher education in India is especially institutionalized, with a
higher concentration of value and leadership for teachers and a
lower degree of autonomy for the information recipients. In the
sense of evolving student expectations over time, this has been a
stumbling block to learning among the younger generation,
provided advances in communication technology, shifts in social
and family structures, and a greater emphasis on self-directed
learning [12]. This necessitates a re-orientation of pedagogy to
place a greater emphasis on student-centered learning. While it
is true that the speed and degree of learning will be influenced
85

Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
by the diversity of learners' backgrounds, skills, and other
personal characteristics, In order to include a range of
learning opportunities, including individual and collective
learning, learner-centered education necessitates suitable
methodologies that teachers can use. The institute aspires to
become a center of excellence to serve as a change agent in
society by creating a pool of human capital skilled in science
and technology by translating its vision of providing quality
education and extending opportunities to all aspirants across
all domains of knowledge into its goal[15].
II.
BACKGROUND
In this 21st century, the term “technology” has gain higher
Priority issue in various fields of diverse education.
Technology is the executive place in transferring knowledge
to most of the countries. “Technology integration nowadays
has gone through innovations and transformed our societies
that has totally changed the way people think, work and
live”[1]. This problem can be addressed by associating our
school with university which is regionally located [7].
According to this, “schools and other educational institutions
which are supposed to prepare students to live in a knowledge
society need to consider ICT integration in their curriculum”
[2]. ICT technologies are very important in different types of
learning like self learning-Learning and class Room
Learning[8].
“In most schools& colleges, technical difficulties sought to
become a major problem and a source of frustration for
students and teachers and cause interruptions in teaching and
learning process. If there is lack of technical assistance and
no repair on it, teachers are not able to use the computer for
temporarily”[3][14]. Türel and Johnson’s study (2012)et.al
revealed that “technical problems become a major barrier for
teachers. These problems include low connectivity, virus
attack and printer not functioning. However, there are a few
exceptions. Schools in the countries like Netherland, United
Kingdom and Malta have recognized the importance of
technical support to assist teachers to use ICT in the
classroom”[4].
McKay, Sae Kleriga, Guaracha Chow, Aldredge, McGinnis,
Fowler, et.al (2019) as per esteemed authors “the goal of online
tutoring is to create a virtual tutoring environment for students
that emulates a face-to-face experience which can help a student
achieve success in a given class”[16] [17].
III.
SCIENCE OF TEACHING
A.
Teaching Repertoire
Modeling concept is one of the strong techniques that has been
adapted and used in areas of the subjects which help students
continues learning new skills and gain trust in them. The
concepts of this approach are outlined by many researchers, as
well as instructions on know how it can incorporate modeling in
the subject units & achieve it successful [18][19].
The unit on questioning describes the various forms and aims of
questioner. It brings deep explanation how it organizes
questioning for the class and team work, as well as planes for
making it more successful, such as having "waits time." Bloom's
taxonomy is helps to create a structure for creating challenging
and developing questions for students.
There are also alternatives to direct questioning considered[20].
The Explaining Unit examines the function of explanations in
the classroom as well as the skills, charecterstics and features
skills required for effective explanations.
It looks at various types of explanations, how to prepare for
them, and which techniques work best, particularly when
dealing with abstract concepts. It also explains how to assist
students in developing and framing their own successful
interpretations[21]. The supervised Learning unit looks at how
the concepts and methods used in monitoring reading and
writing can be applied to guide learning in other subjects. It
refers to an instructional sequence for small-group teachers that
are inserted into lessons to serve as a link between whole class
86

instruction and unsupervised work[22].
Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
It is includes wide variety of examples and discusses realistic
organizational issues such as time management, classroom
layout, behavior management, and resource management. The
Group Work unit examines how successful group work can
aid in the development of students' problem-solving,
speaking, , reasoning, listening and social skills[23]. It
emphasizes the importance of defining consistent rules and
procedures, as well as a variety of strategies for ensuring
pupil involvement and cooperation, such as assigning roles
and setting group goals[24][25]. Methods for organizing
community projects, such as ‘snowballs’, ‘envoys’ and
‘rainbows’, are suggested and the benefits and limitations of
different grouping criteria explored.
The Engagement Techniques dept develops into engagement
entails and why so necessary. The use of guided exercises
related to text (DARTs) to encourage interactive active
reading, techniques to promote live listening, reasoning
strategies, and the use of drama through subjects are all
investigated as ways to inspire and engage students.
B.
Effective Learners creation
The learning unit assessment explains what assessment for
learning is and why it is essential. It demonstrates how
effective evaluation practices can lead to improved learning
and achievement. This unit explores a variety of realistic
methods for integrating these concepts into classroom
routines, focusing on the core characteristics of evaluation for
learning.[27]The unit on Developing Reading focus on
enhancing students' ability to comprehend and respond to
written texts. It looks at how to teach specific to subject
terminology, how teachers can support students by
expounding the approach they want, and how students must
access prior information before reading, some methods for
encouraging students to interact with text and some elements
of note-taking[28].
It demonstrates how the teacher can use mutual and directed
reading to help students gain greater independence and reading
skills. The Developing Writing unit aims to improve the
standard of students' writing by teaching them the techniques
they would need. The best way to teach writing is for the teacher
to model it and then share it with the students. From instances,
modeled and shared work, to directed writing, the path leads to
freedom. ICT in the classroom improves learning and
instruction. In this unit we d observe the relation among teachers
and using ICT tools, growth of pupil capacity is examined in
this unit. In the ICT-rich classroom, there are rules for the use of
classroom management, classroom support technicians, and
organization and assistants.
C.
Creating constrain for Learning
Enhancing the Learning enviourment: The current existing
environment has a big impact on learning, and this section of
enviourment looks at minor improvements in the classroom has
improved[28]. It views at how to arrange benches to fit the
teaching method and how to create display area 0that actually
help students understand[29][30].Another important factor in
classroom environment is teacher–pupil relationships, and the
unit discusses how the use of positive classroom language will
increase pupil expectation and motivation. Learning
Methodologies:
Fig. 1: Teaching in Scientific Way
87

Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
Fig.2: Foundations of Teaching Learning Process
Teachers' Views on Technology-Assisted Learning and
Teaching : Teachers' Views on Technology-Assisted
Learning and Teaching
Table 1 ndicates that most teachers are aware of the
goodness and usefulness of ICT in teaching, based on
data obtained from a survey of 101 teachers. The
majority of teachers realized that using ICT helps them
enhance their teaching by providing more up-to-date
content, as shown by the lowest mean of 1.70. It is
undeniable that online teaching tools and materials are
more up-to-date, and teachers may use them to create
more interesting and engaging lessons for their students.
Furthermore, the majority of teachers agreed that using ICT
would certainly provide many opportunities for successful
teaching, and that ICT assisted will support teaching and
makes learning as more effective, with a sharing mean of
1.72. Teachers see the use of ICT in the teaching and learning
process as a positive development, as shown by this case,
Teachers should use ICT as a tool to ensure that both learning
and teaching are successful. With a mean score of 1.75, the
data also shows that using ICT in the classroom helps
students to be more interested and engaged in the lesson
prepared by the teachers.
(1%)
Sr. No.
Titles
Strongl
y Disagree
Disagre
Agree
Strongl
y Agree
mean
S.D
Frequency and
Percentage
I am
0
6
(5.9%)
70
(69.3%)
25
(24.8%)
1.81
0.52
confident in
1
my ability to
learn new
programming
skills.
2
I find it easier
to teach when
0
12
(11.9%)
70
(69.3%)
19
(18.8%)
1.93
0.55
I use ICT
I am well
0
8
(7.9%)
57
(56.4%)
36
(35.6%)
1.72
0.60
aware of the
many
3
advantages
that ICT
provides for
successful
teaching.
I believe that
1
(1%)
8
(7.9%)
54
(53.5%)
38
(37.6%)
1.72
0.65
ICT-assisted
4
instruction
improves
learning
performance.
Teachers will
1
(1%)
6
(5.9%)
56
(55.4%)
38
(37.6%)
1.70
0.63
use ICT to
5
enhance their
teaching by
using more
up-to-date
resources.
I think the
1
(1%)
8
(7.9%)
61
(60.4%)
31
(30.7%)
1.79
0.62
use of ICT
6
improves the
quality of
teaching.
I believe that
1
10
(9.9%)
59
(58.4%)
31
(30.7%)
1.81
0.64
using ICT to
7
plan teaching
tools and
materials is
beneficial.
88

Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
8
Students will
be more
involved and
engaged in
the classroom
when ICT is
used.
0
9
(8.9%)
58
(57.4%)
34
(33.7%)
1.75
0.61
9
If ICT is
used in the
classroom, I
have more
time to listen
to the needs
of my
students.
0
26
(25.7%)
55
(54.5%)
20
(19.8%)
2.06
0.68
10
Without the
use of ICT, I
can still teach
effectively.
3
(3%)
19
(18.8%)
58
(57.4%)
21
(20.8%)
2.04
0.72
11
I believe that
using ICT in
the classroom
is a waste of
time.
24
(23.8%)
48
(47.5%)
27
(26.7%)
2
(2%)
2.93
0.76
12
I am sure that
my students
can learn
more
effectively
without the
use of
technology.
12
(11.9%)
63
(62.4%)
23
(22.8%)
3
(3%)
2.83
0.66
13
If ICT is used
in the
classroom,
the classroom
administratio
n is out of
reach.
23
(22.8%)
54
(53.5%)
22
(21.8%)
2
(2%)
2.97
0.73
14
students pay
less attention
due to ICT
tools usage
24
(23.8%)
54
(53.5%)
23
(22.8%)
0
3.01
0.69
15
classroom,
students
make no
effort for
their lesson in
ICT is used in
the
23
(22.8%)
56
(55.4%)
20
(19.8%)
2
(2%)
2.99
0.71”
Table 1: Teachers' Views on Technology-Assisted
Learning and Teaching
This is because students are more comfortable with ICT and find
it easier to learn with it, enabling them to take a more active role
in the classroom.
“The data also revealed the familiarity and competency of teachers
in using ICT, with a mean of 1.81 indicating that most teachers
are confident in learning new computer skills and are able to use
ICT to locate teaching materials and tools. In this way, it
demonstrates that teachers are receptive to the use of ICT in the
classroom, rather than being resistant, and that they are
comfortable learning new things.Aside from that, teachers feel it
is better to teach using ICT, with a mean score of 1.93, but they
still believe in the traditional way of teaching, in which teachers
are the focus of learning, and claimed that they can still provide
successful teaching without using ICT, with a mean score of
2.04.”
Most teachers, on the other hand, deny that using ICT helps
them to cater to students' needs, with a mean score of 2.06,
owing to clerical and other work that must be done in addition to
teaching responsibilities. ICT simply makes it easier for them to
teach, but everything else in the school remains the same.
With a total mean of 2.93, most teachers agree that using ICT
supports learning and teaching in different options and that ICT
integration will help us not to waste of time. However, there is a
adverse side effect of ICT integration, as the results show that
when ICT is used in teaching, classroom management is out of
balance, with a mean of 2.97,Students make little effort for their
lesson and learning process, with a mean score of 2.99, and most
teachers agreed that using ICT in the classroom only causes
students to pay less attention, with a mean score of 3.01,
indicating that teachers are less accepting of ICT inclusion due
to student attitudes whom being too dependent on ICT and not
taking responsibility for their own independent learning which
frustrating and disappointing the teachers.”
89

Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
IV.
Conclusion
Planning and coordinating schedules, putting in place
support systems and processes, using technology and
services, providing development opportunities, devising
new teaching methods, providing personal and psycho-
social support, and augmenting resources are all part of
the teaching-learning process in higher education
institutions. Transforming pedagogy and redesigning
learning tasks are essential for the effective reinvention of
educational programs around the world. Part of the answer
is to encourage learner autonomy and imagination.
Although technology may help promote efforts to improve
pedagogy, it's important to remember that 21st-century
learning environments must include more than just
technology.
References
1.
Grabe, M., & Grabe, C. (2007). Integrating technology
for meaningful learning (5th ed.). Boston, MA:
Houghton Mifflin.
2.
Ghavifekr, S., Afshari, M., & Amla Salleh. (2012).
Management strategies for E-Learning system as the core
component of systemic change: A qualitative analysis.
Life Science Journal, 9(3), 2190-2196.
3.
Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh,
R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2013).
Development of the TTF TPACK Survey Instrument.
Australian Educational Computing, 27(3),26-35.
4.
Türel, Y. K., & Johnson, T. E. (2012). Teachers' Belief
and Use of Interactive Whiteboards for Teaching and
Learning. Educational Technology & Society, 15(1),
381–394.
5.
Yang, K. T., & Wang, T. H. (2012). Interactive White
Board: Effective Interactive Teaching Strategy Designs
for Biology Teaching. Tech, E-Learning-Engineering, On-Job
Training and Interactive Teaching, 139-154.
6.
Conan McKay, Tanya McGinnis ,Lynn Fowler, Graciela
Sae-Kleriga, Arthur Guaracha, LaTonya Parker, Karen
Chow, Teresa AL dredge.Effective Practices for Online
Tutoring, 2019.
7.
Chitiyo, M. and Wheeler, J.J., 2009. Analyzing the
treatment efficacy of a technical assistance model for
providing behavioral consultation to schools. Preventing
School Failure: Alternative Education for Children and
Youth, 53(2), pp.85-88.
8.
Kumar, R., 2008. Convergence of ICT and
Education. World Academy of Science, Engineering and
Technology, 40(2008), pp.556-559.
9.
Kashalkar-Karve, S., 2013. Comparitive study of ancient
gurukul system and the new trends of Guru-Shishya
Parampara. American International Journal of Research in
Humanities, Arts and Social Sciences, 2(1), pp.81-84.
10.
Chand, D., 2015. Education system in pre-independence
India. International Journal of Applied Research, 1(2),
pp.110-113.
11.
Massoni, E., 2011. Positive effects of extra curricular
activities on students. Essai, 9(1), p.27.
12.
Gupta, D. and Gupta, N., 2012. Higher education in India:
structure, statistics and challenges. Journal of education
and Practice, 3(2).
13.
Attwell, G., 2006. Evaluating E-learning: A Guide to the
Evaluation of E-learning. Evaluate Europe Handbook
Series, 2, pp.1610-0875.
14.
De Lusignan, S., Wells, S.E., Hague, N.J. and Thiru, K.,
2003. Managers see the problems associated with coding
clinical data as a technical issue whilst clinicians also see
cultural barriers. Methods of information in medicine, 42(4),
pp.416-422.
90

Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
Author 1 Name: Dr. Pradosh
Chandra Patnaik,Ph.D (Computer
Science) in 2017, Gondwana
University,Gadchiroli, Maharashtra .
Having more than 18 Years of
Teaching and more than 11 years of
Research Experience, Currently
working in ASTRA, Hyderabad as
Head of Department in Computer
Science and Engineering. Reviewer in
International Journal
15.
Ruben, B.D., 2007. Excellence in Higher Education
Guide: An Integrated Approach to Assessment, Planning,
and Improvement in Colleges and Universities. National
Association of College and University Business Officers.
1110 Vermont Avenue NW Suite 800, Washington, DC
20005.
16.
Price, L., Richardson, J.T. and Jelfs, A., 2007.
Face‐to‐face versus online tutoring support in distance
education. Studies in Higher Education, 32(1), pp.1-20.
17.
Harsasi, M. and Sutawijaya, A., 2018. Determinants of
student satisfaction in online tutorial: a study of a
distance education institution. Turkish Online Journal of
Distance Education, 19(1), pp.89-99.
18.
Magennis, S. and Farrell, A., 2005. Teaching and
learning activities: Expanding the repertoire to support
student learning. Emerging issues in the practice of
university learning and teaching, 1.
19.
Shafer, E., 1995. A review of interventions to teach a
mand repertoire. The Analysis of Verbal Behavior, 12(1),
pp.53-66.
20.
Sivaraman, S.I. and Krishna, D., 2015. Blooms
Taxonomy–application in exam papers
assessment. Chemical Engineering (VITU), 12(12), p.32.
21.
Boyle, T., Bradley, C., Chalk, P., Jones, R. and Pickard,
P., 2003. Using blended learning to improve student
22.
success rates in learning to program. Journal of
educational Media, 28(2-3), pp.165-178.
23.
Jordan, M.I. and Rumelhart, D.E., 1992. Forward
models: Supervised learning with a distal
teacher. Cognitive science, 16(3), pp.307-354.
24.
Slavin, R.E., 2010. Co-operative learning: what makes
group-work work. The nature of learning: Using
research to inspire practice, pp.161-178.
25.
Webb, N.M., 2009. The teacher's role in promoting
collaborative dialogue in the classroom. British Journal
of Educational Psychology, 79(1), pp.1-28.
26.
Le Cornu, R. and Peters, J., 2005. Reculturing primary
classrooms: renegotiating the four R's (rules, roles,
responsibilities and relationships). Change (Sydney,
NSW), 8(2), pp.16-30.
27.
Farrington, C., Levenstein, R. and Nagaoka, J., 2013. "
Becoming Effective Learners" Survey Development
Project. Society for Research on Educational Effectiveness.
28.
Madden-Hallett, H., Hall, J. and Binney, W., 2006. The
creation of effective learners using an autarchic study
method. International Journal of Learning, 12, pp.1-8.
29.
Siegler, R.S. and Crowley, K., 1994. Constraints on
learning in nonprivileged domains. Cognitive
Psychology, 27(2), pp.194-226.
30.
Gordon, J., Hazlett, C., Ten Cate, O., Mann, K., Kilminster,
S., Prince, K., O’Driscoll, E., Snell, L. and Newble, D.,
2000. Strategic planning in medical education: enhancing
the learning environment for students in clinical
settings. Medical education, 34(10), pp.841-850.
31.
Xu, D., Huang, W.W., Wang, H. and Heales, J., 2014.
Enhancing e-learning effectiveness using an intelligent
agent-supported personalized virtual learning environment:
An empirical investigation. Information &
Management, 51(4), pp.430-440.
91

Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
Author 3 Name: Mudrakola
Swapna, Research Scholar of
Osmania University, Working as
Asst professor at Vardhaman
college of Engineering. The total
Teaching experience is 13 years
and interested in Artificial
Intelligence research area.
Author 2 Name: Currently Working
as an Assistant Professor in Janata
College, Chandrapur in Computer
Science Department. Ph.D. in
Computer Science from Gondwana
University, Gadchiroli. First
candidate of the University who have
been awarded.
92