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Towards the Integration of Emerging Technologies as Support for the Teaching and Learning Model in Higher Education

Author

Listed:
  • Santiago Criollo-C

    (Intelligent and Interactive Systems Laboratory, Universidad de Las Américas, Quito 170125, Ecuador
    Escuela de Ingeniería en Tecnologías de la Información, FICA, Universidad de Las Américas, Quito 170125, Ecuador
    Facultad de Tecnologías de Información, Universidad Latina de Costa Rica, San José 11501, Costa Rica)

  • Jaime Govea

    (Escuela de Ingeniería en Tecnologías de la Información, FICA, Universidad de Las Américas, Quito 170125, Ecuador)

  • Washington Játiva

    (Escuela de Ingeniería en Tecnologías de la Información, FICA, Universidad de Las Américas, Quito 170125, Ecuador)

  • Jose Pierrottet

    (Escuela de Ingeniería en Tecnologías de la Información, FICA, Universidad de Las Américas, Quito 170125, Ecuador)

  • Andrea Guerrero-Arias

    (Departamento EGB/BGU, Jezreel International Christian Academy, Quito 170520, Ecuador)

  • Ángel Jaramillo-Alcázar

    (Escuela de Ingeniería en Tecnologías de la Información, FICA, Universidad de Las Américas, Quito 170125, Ecuador)

  • Sergio Luján-Mora

    (Departamento de Lenguaje y Sistemas Informáticos, Universidad de Alicante, 03690 Alicante, Spain)

Abstract

The pandemic caused by COVID-19 impacted the entire world, but the significant challenges to be faced during this crisis opened an opportunity for organizations to evolve toward a digital transformation. Educational institutions were a concrete example of the use of technologies, which were abruptly incorporated into the teaching–learning model. Although this initiative was initially a challenge for teachers and students, it has now become a tool for new innovative teaching models, such as hybrid, online, and flexible models. The impact of technology used in education has been beneficial due to emerging technologies (virtual reality, augmented reality, games, web applications, mobile applications, etc.), which have served as tools to facilitate and motivate studying. These educational trends contribute directly to the fourth Sustainable Development Goal (SDG). This research analyzes whether the use of a web application, as a support in the educational model, can make students better understand the subjects of network infrastructure and be more efficient when configuring equipment in a data network. Therefore, this research is based on the design of an educational web application based on Python libraries, which allows the configuration of networking equipment based on the concept of network automation with the application of a graphical user interface (GUI). The web application can be deployed with communication equipment or in conjunction with the GNS3 simulator. This versatility allows this web tool to be applied to the teaching of network equipment configuration in any mode of study (classroom, online, hybrid, or flexible). The results obtained in this research are encouraging and open the way for the implementation of network automation and Python libraries for educational applications that can be important tools within the teaching and learning models of higher education.

Suggested Citation

  • Santiago Criollo-C & Jaime Govea & Washington Játiva & Jose Pierrottet & Andrea Guerrero-Arias & Ángel Jaramillo-Alcázar & Sergio Luján-Mora, 2023. "Towards the Integration of Emerging Technologies as Support for the Teaching and Learning Model in Higher Education," Sustainability, MDPI, vol. 15(7), pages 1-17, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:7:p:6055-:d:1112809
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    References listed on IDEAS

    as
    1. Rotolo, Daniele & Hicks, Diana & Martin, Ben R., 2015. "What is an emerging technology?," Research Policy, Elsevier, vol. 44(10), pages 1827-1843.
    2. Zhifeng Ji, 2021. "Engineering operation management technology based on network automation configuration visualization," International Journal of System Assurance Engineering and Management, Springer;The Society for Reliability, Engineering Quality and Operations Management (SREQOM),India, and Division of Operation and Maintenance, Lulea University of Technology, Sweden, vol. 12(4), pages 765-775, August.
    3. Julio Cabero-Almenara & Julio Barroso-Osuna & Carmen Llorente-Cejudo & María del Mar Fernández Martínez, 2019. "Educational Uses of Augmented Reality (AR): Experiences in Educational Science," Sustainability, MDPI, vol. 11(18), pages 1-18, September.
    4. Angel Jaramillo-Alcázar & Eduardo Venegas & Santiago Criollo-C & Sergio Luján-Mora, 2021. "An Approach to Accessible Serious Games for People with Dyslexia," Sustainability, MDPI, vol. 13(5), pages 1-17, February.
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