WorldWideScience

Sample records for self-paced e-learning tools

  1. The Role of Perceived User-Interface Design in Continued Usage Intention of Self-Paced E-Learning Tools

    Science.gov (United States)

    Cho, Vincent; Cheng, T. C. Edwin; Lai, W. M. Jennifer

    2009-01-01

    While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two…

  2. FACET CLASSIFICATIONS OF E-LEARNING TOOLS

    Directory of Open Access Journals (Sweden)

    Olena Yu. Balalaieva

    2013-12-01

    Full Text Available The article deals with the classification of e-learning tools based on the facet method, which suggests the separation of the parallel set of objects into independent classification groups; at the same time it is not assumed rigid classification structure and pre-built finite groups classification groups are formed by a combination of values taken from the relevant facets. An attempt to systematize the existing classification of e-learning tools from the standpoint of classification theory is made for the first time. Modern Ukrainian and foreign facet classifications of e-learning tools are described; their positive and negative features compared to classifications based on a hierarchical method are analyzed. The original author's facet classification of e-learning tools is proposed.

  3. Teaching Syllogistics Using E-learning Tools

    DEFF Research Database (Denmark)

    Øhrstrøm, Peter; Sandborg-Petersen, Ulrik; Thorvaldsen, Steinar

    2016-01-01

    This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do l...... involving different teaching methods will be compared.......This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do...... learning analytics based on log-data. The aim of the present paper is to investigate whether the Syllog e-learning tools can be helpful in logic teaching in order to obtain a better understanding of logic and argumentation in general and syllogisms in particular. Four versions of a course in basic logic...

  4. E-LEARNING TOOLS: STRUCTURE, CONTENT, CLASSIFICATION

    Directory of Open Access Journals (Sweden)

    Yuliya H. Loboda

    2012-05-01

    Full Text Available The article analyses the problems of organization of educational process with use of electronic means of education. Specifies the definition of "electronic learning", their structure and content. Didactic principles are considered, which are the basis of their creation and use. Given the detailed characteristics of e-learning tools for methodological purposes. On the basis of the allocated pedagogical problems of the use of electronic means of education presented and complemented by their classification, namely the means of theoretical and technological training, means of practical training, support tools, and comprehensive facilities.

  5. Tools and methodologies applied to eLearning

    OpenAIRE

    Seoane Pardo, Antonio M.; García-Peñalvo, Francisco José

    2006-01-01

    The aim of this paper is to show how eLearning technologies and methodologies should be useful for teaching and researching Logic. Firstly, a definition and explanation of eLearning and its main modalities will be given. Then, the most important elements and tools of eLearning activities will be shown. Finally, we will give three suggestions to improve learning experience with eLearning applied to Logic. Se muestran diversas tecnologías y metodologías de e-learning útiles en la enseñanza e...

  6. Competencies in Organizational E-Learning: Concepts and Tools

    Science.gov (United States)

    Sicilia, Miguel-Angel, Ed.

    2007-01-01

    "Competencies in Organizational E-Learning: Concepts and Tools" provides a comprehensive view of the way competencies can be used to drive organizational e-learning, including the main conceptual elements, competency gap analysis, advanced related computing topics, the application of semantic Web technologies, and the integration of competencies…

  7. The Personal Digital Library (PDL)-based e-learning: Using the PDL as an e-learning support tool

    Science.gov (United States)

    Deng, Xiaozhao; Ruan, Jianhai

    The paper describes a support tool for learners engaged in e-learning, the Personal Digital Library (PDL). The characteristics and functionality of the PDL are presented. Suggested steps for constructing and managing a PDL are outlined and discussed briefly. The authors believe that the PDL as a support tool of e-learning will be important and essential in the future.

  8. Challenge of Engaging All Students via Self-Paced Interactive Electronic Learning Tutorials for Introductory Physics

    Science.gov (United States)

    DeVore, Seth; Marshman, Emily; Singh, Chandralekha

    2017-01-01

    As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar…

  9. Virtual Labs in proteomics: new E-learning tools.

    Science.gov (United States)

    Ray, Sandipan; Koshy, Nicole Rachel; Reddy, Panga Jaipal; Srivastava, Sanjeeva

    2012-05-17

    Web-based educational resources have gained enormous popularity recently and are increasingly becoming a part of modern educational systems. Virtual Labs are E-learning platforms where learners can gain the experience of practical experimentation without any direct physical involvement on real bench work. They use computerized simulations, models, videos, animations and other instructional technologies to create interactive content. Proteomics being one of the most rapidly growing fields of the biological sciences is now an important part of college and university curriculums. Consequently, many E-learning programs have started incorporating the theoretical and practical aspects of different proteomic techniques as an element of their course work in the form of Video Lectures and Virtual Labs. To this end, recently we have developed a Virtual Proteomics Lab at the Indian Institute of Technology Bombay, which demonstrates different proteomics techniques, including basic and advanced gel and MS-based protein separation and identification techniques, bioinformatics tools and molecular docking methods, and their applications in different biological samples. This Tutorial will discuss the prominent Virtual Labs featuring proteomics content, including the Virtual Proteomics Lab of IIT-Bombay, and E-resources available for proteomics study that are striving to make proteomic techniques and concepts available and accessible to the student and research community. This Tutorial is part of the International Proteomics Tutorial Programme (IPTP 14). Details can be found at: http://www.proteomicstutorials.org/. Copyright © 2012 Elsevier B.V. All rights reserved.

  10. Case study: to investigate blogging as an e-learning tool in post-primary schools

    OpenAIRE

    Conroy, Patty

    2011-01-01

    non-peer-reviewed The purpose of this case study is to investigate blogging as an e-learning tool. The era of e-learning has truly arrived. Educators have at their hands many free e-learning tools. It can be no longer the case of how information technology can be incorporated into the classroom but how effective each e-learning tool is to us as educators. Educators need to embrace e-learning combined with traditional teaching methods in order to engage and motivate our students most of who...

  11. REVIEW OF MONITORING TOOLS FOR E-LEARNING PLATFORMS

    OpenAIRE

    Ali Alowayr; Atta Badii

    2014-01-01

    The advancement of e-learning technologies has made it viable for developments in education and technology to be combined in order to fulfil educational needs worldwide. E-learning consists of informal learning approaches and emerging technologies to support the delivery of learning skills, materials, collaboration and knowledge sharing. E-learning is a holistic approach that covers a wide range of courses, technologies and infrastructures to provide an effective learning environment. The...

  12. Hybrid e-learning tool TransLearning

    NARCIS (Netherlands)

    Meij, van der Marjoleine G.; Kupper, Frank; Beers, P.J.; Broerse, Jacqueline E.W.

    2016-01-01

    E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach ‘TransLearning’ by investigation into how its storytelling

  13. Developing an Intelligent Diagnosis and Assessment E-Learning Tool for Introductory Programming

    Science.gov (United States)

    Huang, Chenn-Jung; Chen, Chun-Hua; Luo, Yun-Cheng; Chen, Hong-Xin; Chuang, Yi-Ta

    2008-01-01

    Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning…

  14. Basic Burns Management E-Learning: A New Teaching Tool.

    Science.gov (United States)

    Egro, Francesco M

    Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.

  15. Rapid e-Learning Tools Selection Process for Cognitive and Psychomotor Learning Objectives

    Science.gov (United States)

    Ku, David Tawei; Huang, Yung-Hsin

    2012-01-01

    This study developed a decision making process for the selection of rapid e-learning tools that could match different learning domains. With the development of the Internet, the speed of information updates has become faster than ever. E-learning has rapidly become the mainstream for corporate training and academic instruction. In order to reduce…

  16. Self-Paced Instruction: Hello, Education

    Science.gov (United States)

    Leuba, Richard J.; Flammer, Gordon H.

    1975-01-01

    Answers criticisms of self-paced instruction (SPI) by citing advantages of SPI over lecture methods. Concludes that criticisms of SPI are useful since they indicate in which areas further research should be conducted to improve this method of instruction. (MLH)

  17. E-Learning Lifecycles:How Communities and Context can affect E-learning Specifications and Tool Design

    Directory of Open Access Journals (Sweden)

    Michael Magee

    2004-10-01

    Full Text Available The development of a large body of e-learning specifications, such as IMS and SCORM, has led to the proposal for a new way to facilitate content workflow. This involves the movement of educational digital content and the knowledge of pedagogical communities into an online space. Several projects have looked at the theoretical structure of these specifications. They implemented a series of tools in order to examine and research the issues around the actual usage of these specifications. The CAREO, ALOHA and ALOHA 2 projects were designed to expose both individual users and whole institutions to these ideas. Initial research into the result of those interactions indicates that there is some utility in the adoption of e-learning specifications. The future success of them will depend on their ability to adapt and meet the needs of the educational community as they begin to adopt, use and evolve the way they use the specifications and the tools created around them.

  18. APPROACHES AND TOOLS FOR QUALITY EXAMINATION OF E-LEARNING TOOLS

    Directory of Open Access Journals (Sweden)

    Galina P. Lavrentieva

    2011-02-01

    Full Text Available The article highlights the scientific and methodological approaches to quality examination of e-learning tools for general education. There are considered terms of the research, described the essence of the main components and stages of the examination. A methodology for quality estimation tools elaboration is described that should be based on identifying criteria and parameters of evaluation. Complex of psycho-pedagogical and ergonomic requirements that should be used in organizing expertise is justified and the most expedient ways of their implementation are examined.

  19. Academic perceptions amongst educators towards eLearning tools in dental education.

    Science.gov (United States)

    Handal, Boris; Groenlund, Catherine; Gerzina, Tania

    2011-04-01

    This paper reports an explorative study about academic educators' perceptions towards learning management systems (LMS) and eLearning tools as used in dental education. Fifty-five educators participated in an online survey which explored their views on eLearning tools within the context of their own professional training background and teaching needs. In general, educators felt that the eLearning LMS (also known as WebCT/Blackboard) was a tool that suited their teaching and learning needs in terms of flexibility, interactivity and accessibility despite a significant level of self-reported lack of competence in the technology. The paper describes current eLearning professional development initiatives in light of these findings. © 2011 FDI World Dental Federation.

  20. The effects of utilizing a near-patient e-learning tool on medical student learning.

    Science.gov (United States)

    Selzer, Rob; Tallentire, Victoria R; Foley, Fiona

    2015-01-01

    This study aimed to develop a near-patient, e-learning tool and explore student views on how utilization of such a tool influenced their learning. Third year medical students from Monash University in Melbourne, Australia were invited to trial a novel, near-patient, e-learning tool in two separate pilots within the ward environment. All participating students were invited to contribute to focus groups which were audio-recorded, transcribed verbatim and thematically analyzed. Four focus groups were conducted with a total of 17 participants. The emerging themes revealed influences on the students' learning both prior to and during a clinical encounter, as well as following completion of an e-learning module. The unifying concept which linked all six themes and formed the central feature of the experience was patient-centered learning. This occurred through the acquisition of contextualized knowledge and the facilitation of workplace integration. Utilization of a near-patient e-learning tool influences medical student learning in a number of complex, inter-related ways. Clinical e-learning tools are poised to become more commonplace and provide many potential benefits to student learning. However, incorporation of technology into clinical encounters requires specific skills which should form an integral part of primary medical training.

  1. Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo

    Science.gov (United States)

    Umoh, Joseph B.; Akpan, Ekemini T.

    2014-01-01

    An in-depth knowledge of pedagogical approaches can help improve the formulation of effective and efficient pedagogy, tools and technology to support and enhance the teaching and learning of Mathematics in higher institutions. This study investigated students' perceptions of the challenges of blended e-learning tools in the teaching and learning…

  2. Tools for peer assessment in an e-learning environment

    Directory of Open Access Journals (Sweden)

    Hugo Nordseth

    2010-11-01

    Full Text Available Our exploration of peer assessment in the formative feedback of themes within ITL111 Digital Competence for teachers (15 ECTS and GEO102 Physical Geography (15 ECTS is based on support from tools within the LMS, sets of learning based outcomes, rubrics and Six Thinking Hats. The overall effect is improved quality of the student assignments and deeper learning. The best results were registered with the use of rubrics where the students were presented with clearly defined criteria for expected performance on a sample of different themes within the course. In order to perform the peer review, the students had to acquire the basic knowledge of the various themes. In addition, seeing how others solved the assignment provided the student with reflections on the themes that would improve the student's own final portfolio.

  3. The Online Learning Knowledge Garden: A Pedagogic Planning Tool for e-Learning

    NARCIS (Netherlands)

    Scott, Bernard

    2006-01-01

    Please, cite this publication as: Scott, B. (2006). The Online Learning Knowledge Garden: A Pedagogic Planning Tool for e-Learning. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria:

  4. Integrated Authoring Tool for Mobile Augmented Reality-Based E-Learning Applications

    Science.gov (United States)

    Lobo, Marcos Fermin; Álvarez García, Víctor Manuel; del Puerto Paule Ruiz, María

    2013-01-01

    Learning management systems are increasingly being used to complement classroom teaching and learning and in some instances even replace traditional classroom settings with online educational tools. Mobile augmented reality is an innovative trend in e-learning that is creating new opportunities for teaching and learning. This article proposes a…

  5. Strategic Reflection on the Use of eLearning Freeware Tools in Higher Education

    Science.gov (United States)

    Gaviola Feck, Dolores

    2016-01-01

    People are self-learning on the Internet and the various eLearning freeware tools of the 21st century diffuses a whole new pedagogy; yet, generational trends from organizations, corporations, and academic institutions minimally show implementation of various blended learning approaches online into their organizational culture and climate. The…

  6. Web-service architecture for tools supporting life-long e-Learning platforms

    NARCIS (Netherlands)

    Dimov, Alexander; Stefanov, Krassen

    2009-01-01

    Dimov, A., & Stefanov, K. (2008). Web-service architecture for tools supporting life-long e-Learning platforms. In R. Koper, K. Stefanov & D. Dicheva (Eds.), Proceedings of the 5th International TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing" (pp. 67-71).

  7. Tool Choice for E-Learning: Task-Technology Fit through Media Synchronicity

    Science.gov (United States)

    Sun, Jun; Wang, Ying

    2014-01-01

    One major challenge in online education is how to select appropriate e-learning tools for different learning tasks. Based on the premise of Task-Technology Fit Theory, this study suggests that the effectiveness of student learning in online courses depends on the alignment between two. Furthermore, it conceptualizes the formation of such a fit…

  8. MCTS self-paced training kit (exam 70-680) configuring Windows 7

    CERN Document Server

    McLean, Ian

    2010-01-01

    NOTE: The most recent printings of this title incorporate corrections to errors found in the earlier printings. This Self-Paced Training Kit is designed to help maximize your performance on 70-680, the required exam for the Microsoft® Certified Technology Specialist (MCTS): Windows 7, Configuration certification.This 2-in-1 kit includes the official Microsoft study guide, plus practice tests on CD to help you assess your skills. It comes packed with the tools and features exam candidates want most-including in-depth, self-paced training based on final exam content; rigorous, objective-by-obj

  9. Social Interaction in Self-Paced Distance Education

    Science.gov (United States)

    Anderson, Terry; Upton, Lorne; Dron, Jon; Malone, Judi; Poelhuber, Bruno

    2015-01-01

    In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions…

  10. Using a blog as an integrated eLearning tool and platform.

    Science.gov (United States)

    Goh, Poh Sun

    2016-06-01

    Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces.

  11. Learning management system and e-learning tools: an experience of medical students' usage and expectations.

    Science.gov (United States)

    Back, David A; Behringer, Florian; Haberstroh, Nicole; Ehlers, Jan P; Sostmann, Kai; Peters, Harm

    2016-08-20

    To investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments. A single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods. The participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy use of e-learning offers (92.5%) were rated highest. Interactivity was most important in free-text comments (n = 123). It is desired that contents of a learning management system support an efficient learning. Interactivity of tools and their conceptual integration into face-to-face teaching are important for students. The learning management system was especially important for organizational purposes and the provision of learning materials. Teachers should be aware that free online sources such as Wikipedia enjoy a high approval as source of knowledge acquisition. This study provides an empirical basis for medical schools and teachers to improve their offerings in the field of digital learning for their students.

  12. E-learning tools for education: regulatory aspects, current applications in radiology and future prospects.

    Science.gov (United States)

    Pinto, A; Selvaggi, S; Sicignano, G; Vollono, E; Iervolino, L; Amato, F; Molinari, A; Grassi, R

    2008-02-01

    E-learning, an abbreviation of electronic learning, indicates the provision of education and training on the Internet or the World Wide Web. The impact of networks and the Internet on radiology is undoubtedly important, as it is for medicine as a whole. The Internet offers numerous advantages compared with other mass media: it provides access to a large amount of information previously known only to individual specialists; it is flexible, permitting the use of images or video; and it allows linking to Web sites on a specific subject, thus contributing to further expand knowledge. Our purpose is to illustrate the regulatory aspects (including Internet copyright laws), current radiological applications and future prospects of e-learning. Our experience with the installation of an e-learning platform is also presented. We performed a PubMed search on the published literature (without time limits) dealing with e-learning tools and applications in the health sector with specific reference to radiology. The search included all study types in the English language with the following key words: e-learning, education, teaching, online exam, radiology and radiologists. The Fiaso study was referred to for the regulatory aspects of e-learning. The application of e-learning to radiology requires the development of a model that involves selecting and creating e-learning platforms, creating and technologically adapting multimedia teaching modules, creating and managing a unified catalogue of teaching modules, planning training actions, defining training pathways and Continuing Education in Medicine (CME) credits, identifying levels of teaching and technological complexity of support tools, sharing an organisational and methodological model, training the trainers, operators' participation and relational devices, providing training, monitoring progress of the activities, and measuring the effectiveness of training. Since 2004, a platform--LiveLearning--has been used at our

  13. Hybrid E-Learning Tool TransLearning: Video Storytelling to Foster Vicarious Learning within Multi-Stakeholder Collaboration Networks

    Science.gov (United States)

    van der Meij, Marjoleine G.; Kupper, Frank; Beers, Pieter J.; Broerse, Jacqueline E. W.

    2016-01-01

    E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach "TransLearning" by investigation into how its storytelling e-tool supported informal vicarious…

  14. Effectiveness of an e-learning tool for education on pressure ulcer evaluation.

    Science.gov (United States)

    Morente, Laura; Morales-Asencio, José M; Veredas, Francisco J

    2014-07-01

    To evaluate the effectiveness of information and communication technologies in the undergraduate students' pressure ulcer training as a learning tool, compared with traditional teaching methods. Pressure ulcers constitute one of the great challenges faced by nursing professionals. Currently, pressure ulcer training is based on traditional on-campus teaching, involving lecture-style classes with frequent use of photographs of the wounds. This traditional training has some important weaknesses that can put the efficacy of the training at risk. A randomised controlled trial was developed including undergraduate nursing students. The intervention group used an adaptive self-learning e-learning tool developed by the research team (ePULab) for pressure ulcer assessment and treatment. The control group received a traditional on-campus class on the same topic. Pretest and post-test questionnaires were designed to assess the students' ability in pressure ulcer diagnosis and treatment. The educational intervention based on the use of the ePULab tool produced significantly better learning acquisition results than those obtained by traditional lecture-style classes: the total score improved in the control group from 8·23 (SD 1·23)-11·6 (SD 2·52) after the lecture, whereas in the intervention group, the knowledge score changed from 8·27 (SD 1·39)-15·83 (SD 2·52) (p = 0·01) with the use of ePULab. The results show a higher effectiveness of the devised e-learning approach for education on management of pressure ulcers. Our results reveal the suitability of the ePULab e-learning tool as an effective instrument for training on assessment of and treatment for pressure ulcers and its potential impact on clinical decision-making. © 2013 John Wiley & Sons Ltd.

  15. The Efficacy of Self-Paced Study in Multitrial Learning

    Science.gov (United States)

    de Jonge, Mario; Tabbers, Huib K.; Pecher, Diane; Jang, Yoonhee; Zeelenberg, René

    2015-01-01

    In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for…

  16. Challenge of Helping Introductory Physics Students Transfer Their Learning by Engaging with a Self-Paced Learning Tutorial

    Directory of Open Access Journals (Sweden)

    Emily Megan Marshman

    2018-03-01

    Full Text Available With advances in digital technology, research-validated self-paced learning tools can play an increasingly important role in helping students with diverse backgrounds become good problem solvers and independent learners. Thus, it is important to ensure that all students engage with self-paced learning tools effectively in order to learn the content deeply, develop good problem-solving skills, and transfer their learning from one context to another. Here, we first provide an overview of a holistic framework for engaging students with self-paced learning tools so that they can transfer their learning to solve novel problems. The framework not only takes into account the features of the self-paced learning tools but also how those tools are implemented, the extent to which the tools take into account student characteristics, and whether factors related to students’ social environments are accounted for appropriately in the implementation of those tools. We then describe an investigation in which we interpret the findings using the framework. In this study, a research-validated self-paced physics tutorial was implemented in both controlled one-on-one interviews and in large enrollment, introductory calculus-based physics courses as a self-paced learning tool. We find that students who used the tutorial in a controlled one-on-one interview situation performed significantly better on transfer problems than those who used it as a self-paced learning tool in the large-scale implementation. The findings suggest that critically examining and taking into account how the self-paced tools are implemented and incentivized, student characteristics including their self-regulation and time-management skills, and social and environmental factors can greatly impact the extent and manner in which students engage with these learning tools. Getting buy in from students about the value of these tools and providing appropriate support while implementing them is

  17. Continuum of eLearning: 2012 Project Summary Report

    Science.gov (United States)

    2012-10-01

    multimedia, and Continuum of eLearning | Purpose and Vision 19 << UNCLASSIFIED>> (limited) situated learning. Future versions of the CoL self-paced...Continuum of eLearning : 2012 Project Summary Report Continuum of eLearning The Next Evolution of Joint Training on JKO October 2012 Joint...Technical Report November 2011 – August 2012 Continuum of eLearning : 2012 Project Summary Report N00140-06-D-0060 David T. Fautua, Sae Schatz, Andrea

  18. Development of a visual tool to analyze interactions in forums in an e-learning environment

    Directory of Open Access Journals (Sweden)

    Cláudio Filipe Tereso

    2016-12-01

    Full Text Available This article presents VAFAE – Forum Access Visualization on a Distance Learning Environment, a web tool that visually maps Universidade Aberta’s (UAb students’ interaction with a course available on the e-learning platform. Raw data is extracted from the log files that are then transformed to obtain the necessary format. Next, different visualization techniques are applied with the aim of improving and streamlining the underlying information. In a more specific way, VAFAE aims at helping teachers to better understand the level and quality of the interaction of the students with the modules of the learning units in UAb’s distance learning environment.

  19. The experience of using an e-learning tool for radioprotection training for diagnostic radiology and health workers

    International Nuclear Information System (INIS)

    Lykawka, R.; Goulart, J.M.; Anés, M.; Dias, J.H.; Motta, V.B.; Bacelar, A.

    2017-01-01

    Radiation protection training is a subject issue addressed in Brazilian health care regulation and intends to create safer procedures and facilities. In this paper we report our experience on implementing an e-learning radiation protection course for radiation occupationally workers and a specific course for non-occupationally workers. The attendees were selected respecting their occupancies and the evaluation about radiation exposure risk. We compared attendee ratio for presential and e-learning for both courses. The course 1 has achieve for presential 25,54% and for e-learning 78,82%, and course 2 for presential 4,90% and 80,97% for e-learning. The e-learning platform has become a suitable tool to increase the adherence of radiation exposed and non-exposed occupationally workers. (author)

  20. The experience of using an e-learning tool for radioprotection training for diagnostic radiology and health workers

    Energy Technology Data Exchange (ETDEWEB)

    Lykawka, R.; Goulart, J.M.; Anés, M.; Dias, J.H.; Motta, V.B.; Bacelar, A., E-mail: manes@hcpa.edu.br [Hospital de Clínicas de Porto Alegre, RS (Brazil). Serviço de Física Médica e Radioproteção

    2017-07-01

    Radiation protection training is a subject issue addressed in Brazilian health care regulation and intends to create safer procedures and facilities. In this paper we report our experience on implementing an e-learning radiation protection course for radiation occupationally workers and a specific course for non-occupationally workers. The attendees were selected respecting their occupancies and the evaluation about radiation exposure risk. We compared attendee ratio for presential and e-learning for both courses. The course 1 has achieve for presential 25,54% and for e-learning 78,82%, and course 2 for presential 4,90% and 80,97% for e-learning. The e-learning platform has become a suitable tool to increase the adherence of radiation exposed and non-exposed occupationally workers. (author)

  1. Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

    Science.gov (United States)

    DeVore, Seth; Marshman, Emily; Singh, Chandralekha

    2017-06-01

    As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses and then propose a framework for helping students engage effectively with the learning tools. The tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems). We find that many students in the courses in which these interactive electronic learning tutorials were assigned as a self-study tool performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. The significantly lower overall performance on paired problems administered as an in-class quiz compared to the performance of student volunteers who used the research-based tutorials in one-on-one implementation suggests that many students enrolled in introductory physics courses did not effectively engage with the tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We

  2. Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

    Directory of Open Access Journals (Sweden)

    Seth DeVore

    2017-05-01

    Full Text Available As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses and then propose a framework for helping students engage effectively with the learning tools. The tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems. We find that many students in the courses in which these interactive electronic learning tutorials were assigned as a self-study tool performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. The significantly lower overall performance on paired problems administered as an in-class quiz compared to the performance of student volunteers who used the research-based tutorials in one-on-one implementation suggests that many students enrolled in introductory physics courses did not effectively engage with the tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their

  3. Potentials of E-Learning as a Study Tool in Business Education in Nigerian Schools

    Science.gov (United States)

    Ojeaga, I. J.; Igbinedion, V. I.

    2012-01-01

    With advancement in information technology in the 21st century, e-learning has become an invaluable technology for teaching, learning and research in education. E-learning involves the use of technology to enhance learning including digital collaboration, satellite broadcasting, CD-ROMs amongst others. E-learning has so many advantages over the…

  4. An E-learning Tool as Living Book for Knowledge Preservation in Neutron Activation Analysis

    International Nuclear Information System (INIS)

    Bode, P.; Landsberger, S.; Ridikas, D.; Iunikova, A.

    2016-01-01

    Full text: Neutron activation analysis (NAA) is one of the most common activities in research reactors, irrespective of their power size. Although being a well-established technique, it has been observed that retirement and/or departure of experienced staff often results in gaps in knowledge of methodological principles and metrological aspects of the NAA technique employed, both within the remaining NAA team and for new recruits. Existing books are apparently not sufficient to timely transfer the knowledge on the practice of NAA. As such, the IAEA has launched a project resulting in an E-learning tool for NAA, consisting of lecture noes, animations, practical exercises and self-assessments. The tool includes more than 30 modules and has been reviewed and tested during an IAEA workshop by experienced and new coming practitioners. It is expected that the tool will be developed as a ‘living book’ which can be permanently updated and extended and serve as an archive, fostering unpublished experimental experiences. (author

  5. Self-Paced Physics, Segments 19-23.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    Five study segments of the Self-Paced Physics Course materials are presented in this fourth problems and solutions book used as a part of student course work. The subject matter is related to electric charges, insulators, Coulomb's law, electric fields, lines of force, solid angles, conductors, motion of charged particles, dipoles, electric flux,…

  6. The Effects of Self-Paced Blended Learning of Mathematics

    Science.gov (United States)

    Balentyne, Phoebe; Varga, Mary Alice

    2016-01-01

    As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship…

  7. Self-Paced Physics, Segments 24-27.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    Four study segments of the Self-Paced Physics Course materials are presented in this fifth problems and solutions book used as a part of student course work. The subject matter is related to work in electric fields, potential differences, parallel plates, electric potential energies, potential gradients, capacitances, and capacitor circuits.…

  8. Optimizing Classroom Instruction through Self-Paced Learning Prototype

    Science.gov (United States)

    Bautista, Romiro G.

    2015-01-01

    This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students' learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was…

  9. Self-Paced Physics, Segments 28-31.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    Four study segments of the Self-Paced Physics Course materials are presented in this sixth problems and solutions book used as a part of student course work. The subject matter is related to electric currents, current densities, resistances, Ohm's law, voltages, Joule heating, electromotive forces, single loop circuits, series and parallel…

  10. Design Recommendations for Self-Paced Online Faculty Development Courses

    Science.gov (United States)

    Rizzuto, Melissa

    2017-01-01

    An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced…

  11. Self-Paced Physics, Segments 37-40.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    Four study segments of the Self-Paced Physics Course materials are presented in this eighth problems and solutions book used as a part of course assignments. The content is related to magnetic induction, Faraday's law, induced currents, Lenz's law, induced electromotive forces, time-varying magnetic fields, self-inductance, inductors,…

  12. Predicting Successful Completion Using Student Delay Indicators in Undergraduate Self-Paced Online Courses

    Science.gov (United States)

    Lim, Janine M.

    2016-01-01

    Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and…

  13. Optimizing classroom instruction through self-paced learning prototype

    Directory of Open Access Journals (Sweden)

    Romiro Gordo Bautista

    2015-09-01

    Full Text Available This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students’ learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. A questionnaire was adopted to find the learning motivation of the students in science. Using Pearson-r correlation, it was found out that there is a highly significant relationship between their internal drive and their academic performance. Moreover, a post-test was conducted after self-paced learning prototype was used in the development of select topics in their curricular plot. It was found out that the students who experienced the self-paced learning prototype performed better in their academic performance as evidenced by the difference of their mean post-test results. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the learning prototype to the academic performance of the students in Chemistry. A highly significant effect on their academic performance (R-square value of 70.7% and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.

  14. Do E-Learning Tools Make a Difference? Results from a Case Study

    Science.gov (United States)

    Desplaces, David; Blair, Carrie A.; Salvaggio, Trent

    2015-01-01

    Even as academics continue to debate whether distance education techniques are successful, the market demands increased distance education programs and a growing number of corporations are using e-learning to train their employees. We propose and examine a model comparing outcomes in 3 different pedagogical classroom settings: traditional,…

  15. An Integration Architecture of Virtual Campuses with External e-Learning Tools

    Science.gov (United States)

    Navarro, Antonio; Cigarran, Juan; Huertas, Francisco; Rodriguez-Artacho, Miguel; Cogolludo, Alberto

    2014-01-01

    Technology enhanced learning relies on a variety of software architectures and platforms to provide different kinds of management service and enhanced instructional interaction. As e-learning support has become more complex, there is a need for virtual campuses that combine learning management systems with the services demanded by educational…

  16. New tools for scientific learning in the EduSeis project: the e-learning experiment

    Directory of Open Access Journals (Sweden)

    A. Zollo

    2007-06-01

    Full Text Available The Educational Seismological Project (EduSeis is a scientific and educational project, the main aim of which is the development and implementation of new teaching methodologies in Earth Sciences, using seismology as a vehicle for scientific learning and awareness of earthquake risk. Within this framework, we have recently been experimenting with new learning and information approaches that are mainly aimed at a high school audience. In particular, we have designed, implemented and tested a model of an e-learning environment in a high school located in the surroundings of the Mt. Vesuvius volcano. The proposed e-learning model is built on the EduSeis concepts and educational materials (web-oriented, and is based on computer-supported collaborative learning. Ten teachers from different disciplines and fifty students at the I.T.I.S. “Majorana” technical high school (Naples have been taking part in a cooperative e-learning experiment in which the students have been working in small groups (communities. The learning process is assisted and supervised by the teachers. The evaluation of the results from this cooperative e-learning experiment has provided useful insights into the content and didactic value of the EduSeis modules and activities. The use of network utilities and the “Learning Community” approach promoted the exchange of ideas and expertises between students and teachers and allowed a new approach to the seismology teaching through a multidisciplinary study.

  17. Diagnostic Machine Learning Models for Acute Abdominal Pain: Towards an e-Learning Tool for Medical Students.

    Science.gov (United States)

    Khumrin, Piyapong; Ryan, Anna; Judd, Terry; Verspoor, Karin

    2017-01-01

    Computer-aided learning systems (e-learning systems) can help medical students gain more experience with diagnostic reasoning and decision making. Within this context, providing feedback that matches students' needs (i.e. personalised feedback) is both critical and challenging. In this paper, we describe the development of a machine learning model to support medical students' diagnostic decisions. Machine learning models were trained on 208 clinical cases presenting with abdominal pain, to predict five diagnoses. We assessed which of these models are likely to be most effective for use in an e-learning tool that allows students to interact with a virtual patient. The broader goal is to utilise these models to generate personalised feedback based on the specific patient information requested by students and their active diagnostic hypotheses.

  18. Improving process of teaching students by means of methods and tools of knowledge management and e-learning

    Directory of Open Access Journals (Sweden)

    Lech Banachowski

    2012-12-01

    Full Text Available The process of teaching students is of the greatest importance. It is important to study how to manage it to achieve the best advantages to the students and the university. The authors propose to apply the methods and tools of knowledge management and e-learning. The potential of knowledge management lies in the optimization of university processes, in introducing organizational learning and in helping to take well grounded decisions. The potential of e-learning lies in the improvement of the quality of education, in higher flexibility and adaptability of teaching process to the needs of individual students and in lowering the cost of education. The article shows how to apply e-portfolios and information systems to support the teaching process and knowledge management at academic institutions.

  19. Social Interaction in Self-paced Distance Education

    Directory of Open Access Journals (Sweden)

    Terry Anderson

    2015-02-01

    Full Text Available In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions with other students and to share as little or as much personal information with each other as they wished. We describe the learning design for the intervention and present survey data of student and tutor perception of value and content analysis of the archived contributions. The results indicate that the intervention was positively received by tutors and by the majority (but not all students and that the archive created by the students’ contributions was adding value to the course. We conclude that the intervention was a modest, yet manageable example of a learning enhancement to a traditional cognitive-behavioral, course that has positive impact and potential with little negative impact on workload.

  20. The skeletons in our closet: E-learning tools and what happens when one side does not fit all.

    Science.gov (United States)

    Van Nuland, Sonya E; Rogers, Kem A

    2017-11-01

    In the anatomical sciences, e-learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual-kinesthetic learning modalities are scarce. The study examined how a visual-kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two-dimensional (2D) e-learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual-task study to: (1) investigate if a dual-task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual-task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e-learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570-588. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  1. Content Development, Presentation and Delivery for eLearning in Nuclear Science and Engineering: Experiences with Emerging Authoring Tools

    International Nuclear Information System (INIS)

    Bamford, S.; Afriyie, P.; Comlan, E.

    2016-01-01

    Full text: Transference of explicit knowledge starts from content development, and proceeds with packaging and delivery. A comparative study of some selected authoring tools for knowledge creation in Nuclear Sciences and Engineering education is being carried out at the School of Nuclear and Allied Sciences in Accra, Ghana. These authoring tools include commercial software (Macromedia Suite CS6, Learning 6.0) as well as freeware software (Xerte, eXe). A course, X-ray Fluorescence Spectrometry (NSAP 603), at the postgraduate School of Nuclear and Allied Sciences (SNAS), has been selected for migration onto an eLearning platform. Different authoring tools have been employed to create some ICT-based modules for teaching and learning. This paper therefore shares the experiences realized in moving from course syllabus to digitized modules, integrating pedagogical considerations, the strengths and weakness of the selected authoring tools, user-interactivity and usability of the modules produced. The need and the basis for the adoption of an appropriate authoring tool for creation of scientific, mathematical, and engineering documents and learning materials has also been discussed. Leveraging on ICT to produce pedagogically sound learning materials for eLearning platforms promotes interests of students in nuclear sciences, and ensures continuity in producing qualified professionals. (author

  2. Developing an eLearning tool formalizing in YAWL the guidelines used in a transfusion medicine service.

    Science.gov (United States)

    Russo, Paola; Piazza, Miriam; Leonardi, Giorgio; Roncoroni, Layla; Russo, Carlo; Spadaro, Salvatore; Quaglini, Silvana

    2012-01-01

    The blood transfusion is a complex activity subject to a high risk of eventually fatal errors. The development and application of computer-based systems could help reducing the error rate, playing a fundamental role in the improvement of the quality of care. This poster presents an under development eLearning tool formalizing the guidelines of the transfusion process. This system, implemented in YAWL (Yet Another Workflow Language), will be used to train the personnel in order to improve the efficiency of care and to reduce errors.

  3. Evaluation of insight training of ambulance drivers in Sweden using DART, a new e-learning tool.

    Science.gov (United States)

    Albertsson, Pontus; Sundström, Anna

    2011-12-01

    The aim of the study was to evaluate whether a new e-learning tool for insight training of ambulance drivers can have an effect on drivers' driving behaviors, perceived driving competence, competence to assess risks, self-reflection, and safety attitudes. A quasi-experimental study design, with participants nonrandomly assigned into a control and intervention group, was used. The intervention group participated in the insight-training course and the control group did not. Both groups completed a self- and peer assessment online questionnaire before and after the training. The main finding is that the ambulance drivers assessed themselves through the instruments after the training, with the e-learning tool Driver Access Recording Tool (DART), as safer drivers in the areas of speed adaptation, closing up, and overtaking. In the answers from the group-based evaluation, the ambulance drivers responded that they were more reflective/analytical, had increased their risk awareness, and had changed their driving behaviors. After insight training, the ambulance drivers in this study assessed themselves as safer drivers in several important areas, including speed adaptation, closing up, and overtaking. In future training of ambulance drivers there should be more focus on insight training instead of previous training focusing on maneuvering capabilities.

  4. Effect of an e-Learning Tool on Expectations and Satisfaction Following Total Knee Arthroplasty: A Randomized Controlled Trial.

    Science.gov (United States)

    Culliton, Sharon E; Bryant, Dianne M; MacDonald, Steven J; Hibbert, Kathy M; Chesworth, Bert M

    2018-07-01

    Orthopedic surgeons recognize patient expectations of total knee arthroplasty (TKA) can be managed through education. E-learning is the application of educational technology. The objective of this study was to evaluate whether an e-learning tool could affect whether patients' expectations were met and they were satisfied 1 year following TKA. Patients with osteoarthritis from the London Health Sciences Centre, Canada, were randomly assigned to either a control group (n = 207) receiving standard patient education or an intervention group (n = 209) using the e-learning tool in addition to the standard. We used a web-based system with permuted block sizes, stratified by surgeon and first or second TKA. Preoperative measures were completed following the patients' preadmission clinic visit. Postoperative patient-reported outcome measures were completed at 6 weeks, 3 months, and 1 year after TKA. One year after TKA, risk difference was used to determine between-group differences for patient satisfaction and expectations being met. One year postoperatively, the risk that expectations of patients were not met was 21.8% in the control group and 21.4% in the intervention group for an adjusted risk difference of 1.3% (95% confidence interval, -7.8% to 10.4%, P = .78). The proportion of patients satisfied with their TKA at 1 year postoperative was 78.6% in the intervention and 78.2% in the control groups. There was no between-group difference at 1 year between intervention and control groups for either the risk that expectations of patients were not met or the proportion of patients who were dissatisfied with their TKA. Copyright © 2018 Elsevier Inc. All rights reserved.

  5. Laboratory tools and e-learning elements in training of acousto-optics

    Science.gov (United States)

    Barócsi, Attila; Lenk, Sándor; Ujhelyi, Ferenc; Majoros, Tamás.; Maák, Paál.

    2015-10-01

    Due to the acousto-optic (AO) effect, the refractive index of an optical interaction medium is perturbed by an acoustic wave induced in the medium that builds up a phase grating that will diffract the incident light beam if the condition of constructive interference is satisfied. All parameters, such as magnitude, period or phase of the grating can be controlled that allows the construction of useful devices (modulators, switches, one or multi-dimensional deflectors, spectrum analyzers, tunable filters, frequency shifters, etc.) The research and training of acousto-optics have a long-term tradition at our department. In this presentation, we introduce the related laboratory exercises fitted into an e-learning frame. The BSc level exercise utilizes a laser source and an AO cell to demonstrate the effect and principal AO functions explaining signal processing terms such as amplitude or frequency modulation, modulation depth and Fourier transformation ending up in building a free space sound transmitting and demodulation system. The setup for MSc level utilizes an AO filter with mono- and polychromatic light sources to learn about spectral analysis and synthesis. Smart phones can be used to generate signal inputs or outputs for both setups as well as to help students' preparation and reporting.

  6. Optimisation of CERN tools & methods for e-learning The case of short online tutorials

    CERN Document Server

    AUTHOR|(CDS)2133881; Dimou, Maria

    2016-12-08

    The term “e-learning” is directly related to the practice of distance education, which started about one hundred and fifty years ago. At this time, it was possible for lecturers to teach using means such as mail, phone, radio or television. With the progress made in the field of telecommunications, the Internet and the web allowed people to drastically extend their ability to learn through various means, avoiding the constraints of location and time. It is often difficult to know exactly what is covered by the word “e-learning”. The concepts of MOOC or blended learning are very popular nowadays, whereas fewer people know precisely what rapid e-learning is. This particular type of distance education is often used for quickly teaching procedures to people, using, for example, short online video tutorials. This form of education will be the one focused on for this thesis. We collaborated for six months with the European Organisation for Nuclear Research (CERN), to provide an analysis and recommendations ...

  7. Improving resident's skills in the management of circulatory shock with a knowledge-based e-learning tool.

    Science.gov (United States)

    Riaño, David; Real, Francis; Alonso, Jose Ramon

    2018-05-01

    Correct clinical management of circulatory shock in emergency departments (ER) and intensive care units (ICU) is critical. In this context, the transmission of professional skills by means of the practical supervision of real cases at the point of care entails important issues that can be widely overcome with the use of computer knowledge-based e-learning tools. Shock-Instructor is a web-based e-learning tool implementing the already tested training program model (TPM) that uses a knowledge base about the evidence found in the clinical practice guidelines about seven types of shock. This tool is expected to reduce the learning times and to improve the skills of hospital residents with regard to both the correct application of the guidelines and patient recovery, suppressing the risks of direct interventions. Shock-Instructor has been used to train residents in the Emergency Department of the Hospital Clínic de Barcelona (Spain) in order to reduce the learning cycle without affecting quality. A case-base with the description of 51 cases with shock and a knowledge-base with 137 clinical rules about the treatment of shock were incorporated to the Shock-Instructor system. A group of 33 residents was involved in a randomized controlled trial to check whether the use of Shock-Instructor can significantly improve the skills of clinicians after one week of problem-based training. No significant differences were found in the skill levels of the intervention (IG) and control (CG) groups prior to learning. However, we observed an improvement of the IG clinicians capacity to stabilize patients with shock in better clinical conditions (5% improvement, p = 0.004), and to reduce the risk of death in 19.52% (p = 0.004), after training. First-year residents in IG enhanced 14.3% their sensitivity in the correct application of guidelines (p = 0.01), and 14.9% the mean survival rate of their patients (p = 0.01), after being trained with Shock-Instructor for a week

  8. A Comparative Study to Evaluate the Educational Impact of E-Learning Tools on Griffith University Pharmacy Students’ Level of Understanding Using Bloom’s and SOLO Taxonomies

    Directory of Open Access Journals (Sweden)

    Abdullah Karaksha

    2014-01-01

    Full Text Available Objectives. To design a series of e-learning tools within the framework of a defined educational pedagogy to complement the conventional pharmacology curriculum at Griffith University and evaluate the impact of this strategy on student level of understanding through taxonomic classification of student final exam answers. Methods. A series of 148 e-learning tools was designed for 3rd year undergraduate pharmacy students and incorporated into their curriculum during 2012. The educational benefits of the e-learning tools were evaluated by analyses of student level of understanding (by SOLO taxonomy at the final exams between the control group (standard curricula in 2011 and the intervention group (standard curricula + e-learning tools in 2012. Results. Backward linear regression analysis demonstrated GPA to be the most significant predictor of level of understanding, while the intervention group was a highly significant predictor for greater level of understanding in semester two. Conclusion. E-learning tools appeared to significantly improve student level of understanding as scored by the SOLO taxonomy when students engaged highly with the tools.

  9. Mechanical Alterations during 800-m Self-Paced Track Running.

    Science.gov (United States)

    Girard, Olivier; Millet, Gregoire P; Micallef, Jean-Paul

    2017-04-01

    We assessed the time course of running mechanical alterations during an 800-m. On a 200-m indoor track, 18 physical education students performed an 800-m self-paced run. Once per lap, ground reaction forces were measured by a 5-m-long force platform system, and used to determine running kinetics/kinematics and spring-mass characteristics. Compared with 100 m (19.4±1.8 km.h -1 ) running velocity progressively decreased at 300, 500 m but levelled-off at 700 m marks (-5.7±4.6, -10.4±8.3, and -9.1±13.5%, respectively; Ppush-off forces (-5.1±7.2%, P0.05) and leg compression (+2.8±3.9%; P>0.05) remained unchanged, whereas centre of mass vertical displacement (+24.0±7.0%; P0.05). During an 800 m by physical education students, highest running velocity was achieved early during the run, with a progressive decrease in the second half of the trial. While vertical ground force characteristics remained unchanged, non-specialist runners produced lower peak braking and push-off forces, in turn leading to shorter stride length. Spring-mass model characteristics changed toward lower vertical stiffness values, whereas leg stiffness did not change. © Georg Thieme Verlag KG Stuttgart · New York.

  10. Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students

    Directory of Open Access Journals (Sweden)

    David Roy Warriner

    2017-11-01

    Full Text Available Abstract Background This study combined themes in cardiovascular modelling, clinical cardiology and e-learning to create an on-line environment that would assist undergraduate medical students in understanding key physiological and pathophysiological processes in the cardiovascular system. Methods An interactive on-line environment was developed incorporating a lumped-parameter mathematical model of the human cardiovascular system. The model outputs were used to characterise the progression of key disease processes and allowed students to classify disease severity with the aim of improving their understanding of abnormal physiology in a clinical context. Access to the on-line environment was offered to students at all stages of undergraduate training as an adjunct to routine lectures and tutorials in cardiac pathophysiology. Student feedback was collected on this novel on-line material in the course of routine audits of teaching delivery. Results Medical students, irrespective of their stage of undergraduate training, reported that they found the models and the environment interesting and a positive experience. After exposure to the environment, there was a statistically significant improvement in student performance on a series of 6 questions based on cardiovascular medicine, with a 33% and 22% increase in the number of questions answered correctly, p < 0.0001 and p < 0.001 respectively. Conclusions Considerable improvement was found in students’ knowledge and understanding during assessment after exposure to the e-learning environment. Opportunities exist for development of similar environments in other fields of medicine, refinement of the existing environment and further engagement with student cohorts. This work combines some exciting and developing fields in medical education, but routine adoption of these types of tool will be possible only with the engagement of all stake-holders, from educationalists, clinicians, modellers to

  11. Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students.

    Science.gov (United States)

    Warriner, David Roy; Bayley, Martin; Shi, Yubing; Lawford, Patricia Victoria; Narracott, Andrew; Fenner, John

    2017-11-21

    This study combined themes in cardiovascular modelling, clinical cardiology and e-learning to create an on-line environment that would assist undergraduate medical students in understanding key physiological and pathophysiological processes in the cardiovascular system. An interactive on-line environment was developed incorporating a lumped-parameter mathematical model of the human cardiovascular system. The model outputs were used to characterise the progression of key disease processes and allowed students to classify disease severity with the aim of improving their understanding of abnormal physiology in a clinical context. Access to the on-line environment was offered to students at all stages of undergraduate training as an adjunct to routine lectures and tutorials in cardiac pathophysiology. Student feedback was collected on this novel on-line material in the course of routine audits of teaching delivery. Medical students, irrespective of their stage of undergraduate training, reported that they found the models and the environment interesting and a positive experience. After exposure to the environment, there was a statistically significant improvement in student performance on a series of 6 questions based on cardiovascular medicine, with a 33% and 22% increase in the number of questions answered correctly, p < 0.0001 and p < 0.001 respectively. Considerable improvement was found in students' knowledge and understanding during assessment after exposure to the e-learning environment. Opportunities exist for development of similar environments in other fields of medicine, refinement of the existing environment and further engagement with student cohorts. This work combines some exciting and developing fields in medical education, but routine adoption of these types of tool will be possible only with the engagement of all stake-holders, from educationalists, clinicians, modellers to, most importantly, medical students.

  12. Simulation-Based e-Learning Tools for Science,Engineering, and Technology Education(SimBeLT)

    Science.gov (United States)

    Davis, Doyle V.; Cherner, Y.

    2006-12-01

    The focus of Project SimBeLT is the research, development, testing, and dissemination of a new type of simulation-based integrated e-learning set of modules for two-year college technical and engineering curricula in the areas of thermodynamics, fluid physics, and fiber optics that can also be used in secondary schools and four-year colleges. A collection of sophisticated virtual labs is the core component of the SimBeLT modules. These labs will be designed to enhance the understanding of technical concepts and underlying fundamental principles of these topics, as well as to master certain performance based skills online. SimBeLT software will help educators to meet the National Science Education Standard that "learning science and technology is something that students do, not something that is done to them". A major component of Project SimBeLT is the development of multi-layered technology-oriented virtual labs that realistically mimic workplace-like environments. Dynamic data exchange between simulations will be implemented and links with instant instructional messages and data handling tools will be realized. A second important goal of Project SimBeLT labs is to bridge technical skills and scientific knowledge by enhancing the teaching and learning of specific scientific or engineering subjects. SimBeLT builds upon research and outcomes of interactive teaching strategies and tools developed through prior NSF funding (http://webphysics.nhctc.edu/compact/index.html) (Project SimBeLT is partially supported by a grant from the National Science Foundation DUE-0603277)

  13. Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers Perceptions

    Science.gov (United States)

    Papadopoulou, Anthia; Palaigeorgiou, George

    2016-01-01

    In recent years, a lot of focus has been given to the study of interactive video. However, interactive video has not been examined as a tool for self-directed learning in the classroom and has not been exploited together with tablets. This study tries to assess the value of an e-learning environment which is based primarily on interactive learning…

  14. Effect of an interactive E-learning tool for delirium on patient and nursing outcomes in a geriatric hospital setting: findings of a before-after study.

    Science.gov (United States)

    Detroyer, Elke; Dobbels, Fabienne; Teodorczuk, Andrew; Deschodt, Mieke; Depaifve, Yves; Joosten, Etienne; Milisen, Koen

    2018-01-19

    Education of healthcare workers is a core element of multicomponent delirium strategies to improve delirium care and, consequently, patient outcomes. However, traditional educational strategies are notoriously difficult to implement. E-learning is hypothesised to be easier and more cost effective, but research evaluating effectiveness of delirium education through e-learning is scarce at present. Aim is to determine the effect of a nursing e-learning tool for delirium on: (1) in-hospital prevalence, duration and severity of delirium or mortality in hospitalized geriatric patients, and (2) geriatric nurses' knowledge and recognition regarding delirium. A before-after study in a sample of patients enrolled pre-intervention (non-intervention cohort (NIC); n = 81) and post-intervention (intervention cohort (IC); n = 79), and nurses (n = 17) of a geriatric ward (university hospital). The intervention included an information session about using the e-learning tool, which consisted of 11 e-modules incorporating development of knowledge and skills in the prevention, detection and management of delirium, and the completion of a delirium e-learning tool during a three-month period. Key patient outcomes included in-hospital prevalence and duration of delirium (Confusion Assessment Method), delirium severity (Delirium Index) and mortality (in-hospital; 12 months post-admission); key nurse outcomes included delirium knowledge (Delirium Knowledge Questionnaire) and recognition (Case vignettes). Logistic regression and linear mixed models were used to analyse patient data; Wilcoxon Signed Rank tests, McNemar's or paired t-tests for nursing data. No significant difference was found between the IC and NIC for in-hospital prevalence (21.5% versus 25.9%; p = 0.51) and duration of delirium (mean 4.2 ± SD 4.8 days versus 4.9 ± SD 4.8 days; p = 0.38). A trend towards a statistically significant lower delirium severity (IC versus NIC: difference estimate

  15. Evaluating the Effect of a Web-Based E-Learning Tool for Health Professional Education on Clinical Vancomycin Use: Comparative Study.

    Science.gov (United States)

    Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

    2018-02-26

    Internet-based learning for health professional education is increasing. It offers advantages over traditional learning approaches, as it enables learning to be completed at a time convenient to the user and improves access where facilities are geographically disparate. We developed and implemented the Vancomycin Interactive (VI) e-learning tool to improve knowledge on the clinical use of the antibiotic vancomycin, which is commonly used for treatment of infections caused by methicillin-resistant Staphylococcus aureus (MRSA). The aims of this study were to evaluate the effect of the VI e-learning tool on (1) survey knowledge scores and (2) clinical use of vancomycin among health professionals. We conducted a comparative pre-post intervention study across the 14 hospitals of two health districts in New South Wales, Australia. A knowledge survey was completed by nurses, doctors, and pharmacists before and after release of a Web-based e-learning tool. Survey scores were compared with those obtained following traditional education in the form of an email intervention. Survey questions related to dosing, administration, and monitoring of vancomycin. Outcome measures were survey knowledge scores among the three health professional groups, vancomycin plasma trough levels, and vancomycin approvals recorded on a computerized clinical decision support system. Survey response rates were low at 26.87% (577/2147) preintervention and 8.24% (177/2147) postintervention. The VI was associated with an increase in knowledge scores (maximum score=5) among nurses (median 2, IQR 1-2 to median 2, IQR 1-3; Pe-learning tool achieved higher overall scores than those who did not (Pe-learning tool was not shown to be significantly more effective than the comparator email in the clinical use of vancomycin, as measured by plasma levels within the therapeutic range. The e-learning tool was associated with improved knowledge scores among nurses, whereas the comparator email was associated with

  16. E-learning as a technological tool to meet the requirements of occupational standards in training of it specialists

    Science.gov (United States)

    Tokareva, N. A.; Tyatyushkina, O. Y.; Cheremisina, E. N.

    2016-09-01

    We discuss issues of updating educational programs to meet requirements of the labor market and occupational standards of IT industry. We suggest the technology of e-learning that utilizes an open educational resource to provide the employers' participation in the development of educational content and the intensification of practical training.

  17. Effective e-Training: Using a Course Management System and e-Learning Tools to Train Library Employees

    Science.gov (United States)

    See, Andrew; Teetor, Travis Stephen

    2014-01-01

    In the summer of 2012, the University of Arizona Libraries implemented an online training program to effectively train Access Services staff and student employees at a large academic research library. This article discusses the program, which was built using a course management system (D2L) and various e-Learning software applications (Articulate…

  18. Effects of wind application on thermal perception and self-paced performance

    NARCIS (Netherlands)

    Teunissen, L.P.J.; Haan, A. de; Koning, J.J. de; Daanen, H.A.M.

    2013-01-01

    Physiological and perceptual effects of wind cooling are often intertwined and have scarcely been studied in self-paced exercise. Therefore, we aimed to investigate (1) the independent perceptual effect of wind cooling and its impact on performance and (2) the responses to temporary wind cooling

  19. Leveraging Technology to Alleviate Student Bottlenecks: The Self-Paced Online Tutorial--Writing (SPOT)

    Science.gov (United States)

    Moore, Scott D.; Sanchez, Rudolph J.; Inoue, Asao B.; Statham, Russel D.; Zelezny, Lynnette; Covino, William A.

    2014-01-01

    The Self-Paced Online Tutorial (SPOT) represents the best kind of innovation because it uses digital technologies wisely and because it is based on well-established theory, research, and practice. Extended education plays a pivotal role in the attainment of the California State University's (CSU) vision of providing a high-quality, affordable, and…

  20. Processing Advantages of Lexical Bundles: Evidence from Self-Paced Reading and Sentence Recall Tasks

    Science.gov (United States)

    Tremblay, Antoine; Derwing, Bruce; Libben, Gary; Westbury, Chris

    2011-01-01

    This article examines the extent to which lexical bundles (LBs; i.e., frequently recurring strings of words that often span traditional syntactic boundaries) are stored and processed holistically. Three self-paced reading experiments compared sentences containing LBs (e.g., "in the middle of the") and matched control sentence fragments (e.g., "in…

  1. Children's Use of Self-Paced Slideshows: An Extension of the Video Deficit Effect?

    Science.gov (United States)

    Sage, Kara D.; Baldwin, Dare

    2015-01-01

    Past research has established that children typically learn better from live demonstrations than from two-dimensional (2D) media. In the present set of experiments, we investigated the efficacy of a new 2D learning medium-the self-paced slideshow. A primary goal was to determine whether the "video deficit effect" extended to self-paced…

  2. Understanding the Cranial Nerves: Evaluation of a Self-Paced Online Module in Optometric Education

    Science.gov (United States)

    Taylor, Daniel Arnett

    2016-01-01

    Among the faculty of Southern College of Optometry in Memphis, Tennessee, it is perceived that optometry students often enter their clinical assignments with poor clinical judgment. To address this, "Understanding the Cranial Nerves"--an online-self paced instructional intervention of approximately two hours' duration--was developed. In…

  3. Semantic e-Learning: Next Generation of e-Learning?

    Science.gov (United States)

    Konstantinos, Markellos; Penelope, Markellou; Giannis, Koutsonikos; Aglaia, Liopa-Tsakalidi

    Semantic e-learning aspires to be the next generation of e-learning, since the understanding of learning materials and knowledge semantics allows their advanced representation, manipulation, sharing, exchange and reuse and ultimately promote efficient online experiences for users. In this context, the paper firstly explores some fundamental Semantic Web technologies and then discusses current and potential applications of these technologies in e-learning domain, namely, Semantic portals, Semantic search, personalization, recommendation systems, social software and Web 2.0 tools. Finally, it highlights future research directions and open issues of the field.

  4. [Blended-learning in psychosomatics and psychotherapy - Increasing the satisfaction and knowledge of students with a web-based e-learning tool].

    Science.gov (United States)

    Ferber, Julia; Schneider, Gudrun; Havlik, Linda; Heuft, Gereon; Friederichs, Hendrik; Schrewe, Franz-Bernhard; Schulz-Steinel, Andrea; Burgmer, Markus

    2014-01-01

    To improve the synergy of established methods of teaching, the Department of Psychosomatics and Psychotherapy, University Hospital Münster, developed a web-based elearning tool using video clips of standardized patients. The effect of this blended-learning approach was evaluated. A multiple-choice test was performed by a naive (without the e-learning tool) and an experimental (with the tool) cohort of medical students to test the groups' expertise in psychosomatics. In addition, participants' satisfaction with the new tool was evaluated (numeric rating scale of 0-10). The experimental cohort was more satisfied with the curriculum and more interested in psychosomatics. Furthermore, the experimental cohort scored significantly better in the multiple-choice test. The new tool proved to be an important addition to the classical curriculum as a blended-learning approach which improves students' satisfaction and knowledge in psychosomatics.

  5. Design and Implementation of a Novel Web-Based E-Learning Tool for Education of Health Professionals on the Antibiotic Vancomycin.

    Science.gov (United States)

    Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

    2017-03-30

    Traditional approaches to health professional education are being challenged by increased clinical demands and decreased available time. Web-based e-learning tools offer a convenient and effective method of delivering education, particularly across multiple health care facilities. The effectiveness of this model for health professional education needs to be explored in context. The study aimed to (1) determine health professionals' experience and knowledge of clinical use of vancomycin, an antibiotic used for treatment of serious infections caused by methicillin-resistant Staphylococcus aureus (MRSA) and (2) describe the design and implementation of a Web-based e-learning tool created to improve knowledge in this area. We conducted a study on the design and implementation of a video-enhanced, Web-based e-learning tool between April 2014 and January 2016. A Web-based survey was developed to determine prior experience and knowledge of vancomycin use among nurses, doctors, and pharmacists. The Vancomycin Interactive (VI) involved a series of video clips interspersed with question and answer scenarios, where a correct response allowed for progression. Dramatic tension and humor were used as tools to engage users. Health professionals' knowledge of clinical vancomycin use was obtained from website data; qualitative participant feedback was also collected. From the 577 knowledge survey responses, pharmacists (n=70) answered the greatest number of questions correctly (median score 4/5), followed by doctors (n=271; 3/5) and nurses (n=236; 2/5; Puser feedback from 51 participants following completion of the VI. Feedback was predominantly positive with themes of "entertaining," "engaging," and "fun" identified; however, there were some technical issues identified relating to accessibility from different operating systems and browsers. A novel Web-based e-learning tool was successfully developed combining game design principles and humor to improve user engagement. Knowledge

  6. EVALUATION AND DEVELOPMENT OF E-LEARNING TOOLS AND METHODS IN DIGITAL PHOTOGRAMMETRY AND REMOTE SENSING FOR NON EXPERTS FROM ACADEMIA AND INDUSTRY

    Directory of Open Access Journals (Sweden)

    E. Gülch

    2012-07-01

    Full Text Available There does already exist a wide variety of tutorials and on-line courses on Photogrammetry and Remote Sensing very often used in academia. Many of them are still rather static and tedious or target high-knowledge learners. E-learning is, however, increasingly applied by many organizations and companies for life-long learning (like e.g. the EduServ courses of EuroSDR, but also for training of resellers and in order to save the expenses and time of travelling. A new issue of this project when taking into account the ethnic mentality in some countries like Saudi Arabia where it is impossible to mix the females and males at any institution type or for instance to teach ladies by a male teacher face to face, many academic workshops have been done separately twice by foreign organizations to adapt this situation. This paper will focus on these issues and present experiences gathered from a Master Thesis on "E-learning in Digital Photogrammetry and Remote Sensing for Non Experts using Moodle" at HFT Stuttgart in co-operation with a software vendor and a reseller and experiences from a current European Tempus IV project GIDEC (Geographic information technology for sustainable development in Eastern neighouring countries. The aim of this research is to provide an overview on available methods and tools and classify and judge their feasibility for the above mentioned scenarios. A more detailed description is given on the development of e-learning applications for Digital Photogrammetry and Remote Sensing using the open source package Moodle as platform. A first item covers the experiences from setting up and handling of Moodle for non-experts. The major emphasis is then on developing and analyzing some few case studies for lectures, exercises, and software training in the fields of Digital Photogrammetry and Remote Sensing. Feedback from students and company staff will be evaluated and incorporated in an improved design and sample implementation. A

  7. Evaluation and Development of E-Learning Tools and Methods in Digital Photogrammetry and Remote Sensing for Non Experts from Academia and Industry

    Science.gov (United States)

    Gülch, E.; Al-Ghorani, N.; Quedenfeldt, B.; Braun, J.

    2012-07-01

    There does already exist a wide variety of tutorials and on-line courses on Photogrammetry and Remote Sensing very often used in academia. Many of them are still rather static and tedious or target high-knowledge learners. E-learning is, however, increasingly applied by many organizations and companies for life-long learning (like e.g. the EduServ courses of EuroSDR), but also for training of resellers and in order to save the expenses and time of travelling. A new issue of this project when taking into account the ethnic mentality in some countries like Saudi Arabia where it is impossible to mix the females and males at any institution type or for instance to teach ladies by a male teacher face to face, many academic workshops have been done separately twice by foreign organizations to adapt this situation. This paper will focus on these issues and present experiences gathered from a Master Thesis on "E-learning in Digital Photogrammetry and Remote Sensing for Non Experts using Moodle" at HFT Stuttgart in co-operation with a software vendor and a reseller and experiences from a current European Tempus IV project GIDEC (Geographic information technology for sustainable development in Eastern neighouring countries). The aim of this research is to provide an overview on available methods and tools and classify and judge their feasibility for the above mentioned scenarios. A more detailed description is given on the development of e-learning applications for Digital Photogrammetry and Remote Sensing using the open source package Moodle as platform. A first item covers the experiences from setting up and handling of Moodle for non-experts. The major emphasis is then on developing and analyzing some few case studies for lectures, exercises, and software training in the fields of Digital Photogrammetry and Remote Sensing. Feedback from students and company staff will be evaluated and incorporated in an improved design and sample implementation. A further focus is on free

  8. Towards Development of a 3-State Self-Paced Brain-Computer Interface

    Directory of Open Access Journals (Sweden)

    Ali Bashashati

    2007-01-01

    the presence of a right- or a left-hand movement and the second classifies the detected movement as a right or a left one. In an offline analysis of the EEG data collected from four able-bodied individuals, the 3-state brain-computer interface shows a comparable performance with a 2-state system and significant performance improvement if used as a 2-state BCI, that is, in detecting the presence of a right- or a left-hand movement (regardless of the type of movement. It has an average true positive rate of 37.5% and 42.8% (at false positives rate of 1% in detecting right- and left-hand extensions, respectively, in the context of a 3-state self-paced BCI and average detection rate of 58.1% (at false positive rate of 1% in the context of a 2-state self-paced BCI.

  9. Effects of self-paced interval and continuous training on health markers in women

    DEFF Research Database (Denmark)

    Connolly, Luke J; Bailey, Stephen J; Krustrup, Peter

    2017-01-01

    PURPOSE: To compare the effects of self-paced high-intensity interval and continuous cycle training on health markers in premenopausal women. METHODS: Forty-five inactive females were randomised to a high-intensity interval training (HIIT; n = 15), continuous training (CT; n = 15) or an inactive...... control (CON; n = 15) group. HIIT performed 5 × 5 min sets comprising repetitions of 30-s low-, 20-s moderate- and 10-s high-intensity cycling with 2 min rest between sets. CT completed 50 min of continuous cycling. Training was completed self-paced, 3 times weekly for 12 weeks. RESULTS: Peak oxygen...... uptake (16 ± 8 and 21 ± 12%), resting heart rate (HR) (-5 ± 9 and -4 ± 7 bpm) and visual and verbal learning improved following HIIT and CT compared to CON (P HIIT (P 

  10. Classification of PolSAR Images Using Multilayer Autoencoders and a Self-Paced Learning Approach

    Directory of Open Access Journals (Sweden)

    Wenshuai Chen

    2018-01-01

    Full Text Available In this paper, a novel polarimetric synthetic aperture radar (PolSAR image classification method based on multilayer autoencoders and self-paced learning (SPL is proposed. The multilayer autoencoders network is used to learn the features, which convert raw data into more abstract expressions. Then, softmax regression is applied to produce the predicted probability distributions over all the classes of each pixel. When we optimize the multilayer autoencoders network, self-paced learning is used to accelerate the learning convergence and achieve a stronger generalization capability. Under this learning paradigm, the network learns the easier samples first and gradually involves more difficult samples in the training process. The proposed method achieves the overall classification accuracies of 94.73%, 94.82% and 78.12% on the Flevoland dataset from AIRSAR, Flevoland dataset from RADARSAT-2 and Yellow River delta dataset, respectively. Such results are comparable with other state-of-the-art methods.

  11. Self-Paced Prioritized Curriculum Learning With Coverage Penalty in Deep Reinforcement Learning.

    Science.gov (United States)

    Ren, Zhipeng; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Zhipeng Ren; Daoyi Dong; Huaxiong Li; Chunlin Chen; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Ren, Zhipeng

    2018-06-01

    In this paper, a new training paradigm is proposed for deep reinforcement learning using self-paced prioritized curriculum learning with coverage penalty. The proposed deep curriculum reinforcement learning (DCRL) takes the most advantage of experience replay by adaptively selecting appropriate transitions from replay memory based on the complexity of each transition. The criteria of complexity in DCRL consist of self-paced priority as well as coverage penalty. The self-paced priority reflects the relationship between the temporal-difference error and the difficulty of the current curriculum for sample efficiency. The coverage penalty is taken into account for sample diversity. With comparison to deep Q network (DQN) and prioritized experience replay (PER) methods, the DCRL algorithm is evaluated on Atari 2600 games, and the experimental results show that DCRL outperforms DQN and PER on most of these games. More results further show that the proposed curriculum training paradigm of DCRL is also applicable and effective for other memory-based deep reinforcement learning approaches, such as double DQN and dueling network. All the experimental results demonstrate that DCRL can achieve improved training efficiency and robustness for deep reinforcement learning.

  12. E-learning neutron scattering

    DEFF Research Database (Denmark)

    Udby, L.; Jensen, P.; Bruun, Jonas

    2013-01-01

    E-learning offers a wide range of possibilities for evaluation and directly measuring how the students use the material and learn. This is made possible since all clicks and replies in quizzes etc. are stored in a database on which web analytics tools can be applied.......E-learning offers a wide range of possibilities for evaluation and directly measuring how the students use the material and learn. This is made possible since all clicks and replies in quizzes etc. are stored in a database on which web analytics tools can be applied....

  13. E-Learning Agents

    Science.gov (United States)

    Gregg, Dawn G.

    2007-01-01

    Purpose: The purpose of this paper is to illustrate the advantages of using intelligent agents to facilitate the location and customization of appropriate e-learning resources and to foster collaboration in e-learning environments. Design/methodology/approach: This paper proposes an e-learning environment that can be used to provide customized…

  14. Supporting traditional instructional methods with a constructivist approach to learning: Promoting conceputal change and understanding of stoichiometry using e-learning tools

    Science.gov (United States)

    Abayan, Kenneth Munoz

    Stoichiometry is a fundamental topic in chemistry that measures a quantifiable relationship between atoms, molecules, etc. Stoichiometry is usually taught using expository teaching methods. Students are passively given information, in the hopes they will retain the transmission of information to be able to solve stoichiometry problems masterfully. Cognitive science research has shown that this kind of instructional teaching method is not very effecting in meaningful learning practice. Instead, students must take ownership of their learning. The students need to actively construct their own knowledge by receiving, interpreting, integrating and reorganizing that information into their own mental schemas. In the absence of active learning practices, tools must be created in such a way to be able to scaffold difficult problems by encoding opportunities necessary to make the construction of knowledge memorable, thereby creating a usable knowledge base. Using an online e-learning tool and its potential to create a dynamic and interactive learning environment may facilitate the learning of stoichiometry. The study entailed requests from volunteer students, IRB consent form, a baseline questionnaire, random assignment of treatment, pre- and post-test assessment, and post assessment survey. These activities were given online. A stoichiometry-based assessment was given in a proctored examination at the University of Texas at Arlington (UTA) campus. The volunteer students who took part in these studies were at least 18 of age and were enrolled in General Chemistry 1441, at the University of Texas at Arlington. Each participant gave their informed consent to use their data in the following study. Students were randomly assigned to one of 4 treatments groups based on teaching methodology, (Dimensional Analysis, Operational Method, Ratios and Proportions) and a control group who just received instruction through lecture only. In this study, an e-learning tool was created to

  15. The impact of the perception of rhythmic music on self-paced oscillatory movements.

    Science.gov (United States)

    Peckel, Mathieu; Pozzo, Thierry; Bigand, Emmanuel

    2014-01-01

    Inspired by theories of perception-action coupling and embodied music cognition, we investigated how rhythmic music perception impacts self-paced oscillatory movements. In a pilot study, we examined the kinematic parameters of self-paced oscillatory movements, walking and finger tapping using optical motion capture. In accordance with biomechanical constraints accounts of motion, we found that movements followed a hierarchical organization depending on the proximal/distal characteristic of the limb used. Based on these findings, we were interested in knowing how and when the perception of rhythmic music could resonate with the motor system in the context of these constrained oscillatory movements. In order to test this, we conducted an experiment where participants performed four different effector-specific movements (lower leg, whole arm and forearm oscillation and finger tapping) while rhythmic music was playing in the background. Musical stimuli consisted of computer-generated MIDI musical pieces with a 4/4 metrical structure. The musical tempo of each song increased from 60 BPM to 120 BPM by 6 BPM increments. A specific tempo was maintained for 20 s before a 2 s transition to the higher tempo. The task of the participant was to maintain a comfortable pace for the four movements (self-paced) while not paying attention to the music. No instruction on whether to synchronize with the music was given. Results showed that participants were distinctively influenced by the background music depending on the movement used with the tapping task being consistently the most influenced. Furthermore, eight strategies put in place by participants to cope with the task were unveiled. Despite not instructed to do so, participants also occasionally synchronized with music. Results are discussed in terms of the link between perception and action (i.e., motor/perceptual resonance). In general, our results give support to the notion that rhythmic music is processed in a motoric

  16. Work Rate during Self-paced Exercise is not Mediated by the Rate of Heat Storage.

    Science.gov (United States)

    Friesen, Brian J; Périard, Julien D; Poirier, Martin P; Lauzon, Martin; Blondin, Denis P; Haman, Francois; Kenny, Glen P

    2018-01-01

    To date, there have been mixed findings on whether greater anticipatory reductions in self-paced exercise intensity in the heat are mediated by early differences in rate of body heat storage. The disparity may be due to an inability to accurately measure minute-to-minute changes in whole-body heat loss. Thus, we evaluated whether early differences in rate of heat storage can mediate exercise intensity during self-paced cycling at a fixed rate of perceived exertion (RPE of 16; hard-to-very-hard work effort) in COOL (15°C), NORMAL (25°C), and HOT (35°C) ambient conditions. On separate days, nine endurance-trained cyclists exercised in COOL, NORMAL, and HOT conditions at a fixed RPE until work rate (measured after first 5 min of exercise) decreased to 70% of starting values. Whole-body heat loss and metabolic heat production were measured by direct and indirect calorimetry, respectively. Total exercise time was shorter in HOT (57 ± 20 min) relative to both NORMAL (72 ± 23 min, P = 0.004) and COOL (70 ± 26 min, P = 0.045). Starting work rate was lower in HOT (153 ± 31 W) compared with NORMAL (166 ± 27 W, P = 0.024) and COOL (170 ± 33 W, P = 0.037). Rate of heat storage was similar between conditions during the first 4 min of exercise (all P > 0.05). Thereafter, rate of heat storage was lower in HOT relative to NORMAL and COOL until 30 min of exercise (last common time-point between conditions; all P exercise. No differences were measured at end exercise. We show that rate of heat storage does not mediate exercise intensity during self-paced exercise at a fixed RPE in cool to hot ambient conditions.

  17. Ensemble of Neural Network Conditional Random Fields for Self-Paced Brain Computer Interfaces

    Directory of Open Access Journals (Sweden)

    Hossein Bashashati

    2017-07-01

    Full Text Available Classification of EEG signals in self-paced Brain Computer Interfaces (BCI is an extremely challenging task. The main difficulty stems from the fact that start time of a control task is not defined. Therefore it is imperative to exploit the characteristics of the EEG data to the extent possible. In sensory motor self-paced BCIs, while performing the mental task, the user’s brain goes through several well-defined internal state changes. Applying appropriate classifiers that can capture these state changes and exploit the temporal correlation in EEG data can enhance the performance of the BCI. In this paper, we propose an ensemble learning approach for self-paced BCIs. We use Bayesian optimization to train several different classifiers on different parts of the BCI hyper- parameter space. We call each of these classifiers Neural Network Conditional Random Field (NNCRF. NNCRF is a combination of a neural network and conditional random field (CRF. As in the standard CRF, NNCRF is able to model the correlation between adjacent EEG samples. However, NNCRF can also model the nonlinear dependencies between the input and the output, which makes it more powerful than the standard CRF. We compare the performance of our algorithm to those of three popular sequence labeling algorithms (Hidden Markov Models, Hidden Markov Support Vector Machines and CRF, and to two classical classifiers (Logistic Regression and Support Vector Machines. The classifiers are compared for the two cases: when the ensemble learning approach is not used and when it is. The data used in our studies are those from the BCI competition IV and the SM2 dataset. We show that our algorithm is considerably superior to the other approaches in terms of the Area Under the Curve (AUC of the BCI system.

  18. The impact of the perception of rhythmic music on oscillatory self-paced movements

    Directory of Open Access Journals (Sweden)

    Mathieu ePeckel

    2014-09-01

    Full Text Available Inspired by theories of perception-action coupling and embodied music cognition, we investigated how rhythmic music perception impacts self-paced oscillatory movements. In a pilot study, we examined the kinematic parameters of self-paced oscillatory movements, walking and finger tapping using optical motion capture. In accordance with biomechanical constraints accounts of motion, we found that movements followed a hierarchical organization depending on the proximal/distal characteristic of the limb used. Based on these findings, we were interested in knowing how and when the perception of rhythmic music could resonate with the motor system in the context of these constrained oscillatory movements. In order to test this, we conducted an experiment where participants performed four different effector-specific movements (lower leg, whole arm and forearm oscillation and finger tapping while rhythmic music was playing in the background. Musical stimuli consisted of computer-generated MIDI musical pieces with a 4/4 metrical structure. The musical tempo of each song increased from 60 BPM to 120 BPM by 6 BPM increments. A specific tempo was maintained for 20s before a 2s transition to the higher tempo. The task of the participant was to maintain a comfortable pace for the four movements (self-paced while not paying attention to the music. No instruction on whether to synchronize with the music was given. Results showed that participants were distinctively influenced by the background music depending on the movement used with the tapping task being consistently the most influenced. Furthermore, eight strategies put in place by participants to cope with task were unveiled. Despite not instructed to do so, participants also occasionally synchronized with music. Results are discussed in terms of the link between perception and action (i.e. motor/perceptual resonance. In general, our results give support to the notion that rhythmic music is processed in a

  19. Effects of self-paced interval and continuous training on health markers in women.

    Science.gov (United States)

    Connolly, Luke J; Bailey, Stephen J; Krustrup, Peter; Fulford, Jonathan; Smietanka, Chris; Jones, Andrew M

    2017-11-01

    To compare the effects of self-paced high-intensity interval and continuous cycle training on health markers in premenopausal women. Forty-five inactive females were randomised to a high-intensity interval training (HIIT; n = 15), continuous training (CT; n = 15) or an inactive control (CON; n = 15) group. HIIT performed 5 × 5 min sets comprising repetitions of 30-s low-, 20-s moderate- and 10-s high-intensity cycling with 2 min rest between sets. CT completed 50 min of continuous cycling. Training was completed self-paced, 3 times weekly for 12 weeks. Peak oxygen uptake (16 ± 8 and 21 ± 12%), resting heart rate (HR) (-5 ± 9 and -4 ± 7 bpm) and visual and verbal learning improved following HIIT and CT compared to CON (P HIIT (P HIIT and CT, and there were no changes in fasting serum lipids, fasting blood [glucose] or [glucose] during an oral glucose tolerance test following either HIIT or CT (P > 0.05). No outcome variable changed in the CON group (P > 0.05). Twelve weeks of self-paced HIIT and CT were similarly effective at improving cardiorespiratory fitness, resting HR and cognitive function in inactive premenopausal women, whereas blood pressure, submaximal HR, well-being and body mass adaptations were training-type-specific. Both training methods improved established health markers, but the adaptations to HIIT were evoked for a lower time commitment.

  20. Ice slurry ingestion does not enhance self-paced intermittent exercise in the heat.

    Science.gov (United States)

    Gerrett, N; Jackson, S; Yates, J; Thomas, G

    2017-11-01

    This study aimed to determine if ice slurry ingestion improved self-paced intermittent exercise in the heat. After a familiarisation session, 12 moderately trained males (30.4 ± 3.4 year, 1.8 ± 0.1 cm, 73.5 ± 14.3 kg, V˙O 2max 58.5 ± 8.1 mL/kg/min) completed two separate 31 min self-paced intermittent protocols on a non-motorised treadmill in 30.9 ± 0.9 °C, 41.1 ± 4.0% RH. Thirty minutes prior to exercise, participants consumed either 7.5 g/kg ice slurry (0.1 ± 0.1 °C) (ICE) or 7.5 g/kg water (23.4 ± 0.9 °C) (CONTROL). Despite reductions in T c (ΔT c : -0.51 ± 0.3 °C, P exercise, ICE did not enhance self-paced intermittent exercise compared to CONTROL. The average speed during the walk (CONTROL: 5.90 ± 1.0 km, ICE: 5.90 ± 1.0 km), jog (CONTROL: 8.89 ± 1.7 km, ICE: 9.11 ± 1.5 km), run (CONTROL: 12.15 ± 1.7 km, ICE: 12.54 ± 1.5 km) and sprint (CONTROL: 17.32 ± 1.3 km, ICE: 17.18 ± 1.4 km) was similar between conditions (P > 0.05). Mean T sk , T b , blood lactate, heart rate and RPE were similar between conditions (P > 0.05). The findings suggest that lowering T c prior to self-paced intermittent exercise does not translate into an improved performance. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Effects of self-paced interval and continuous training on health markers in women

    OpenAIRE

    Connolly, Luke J; Bailey, Stephen J; Krustrup, Peter; Fulford, Jonathan; Smietanka, Chris; Jones, Andrew M

    2017-01-01

    PURPOSE: To compare the effects of self-paced high-intensity interval and continuous cycle training on health markers in premenopausal women.METHODS: Forty-five inactive females were randomised to a high-intensity interval training (HIIT; n = 15), continuous training (CT; n = 15) or an inactive control (CON; n = 15) group. HIIT performed 5 × 5 min sets comprising repetitions of 30-s low-, 20-s moderate- and 10-s high-intensity cycling with 2 min rest between sets. CT completed 50 min of conti...

  2. A positron emission tomography study of self-paced finger movements at different frequencies

    International Nuclear Information System (INIS)

    Kawashima, R.; Inoue, K.; Sugiura, M.; Okada, K.; Ogawa, A.; Fukuda, H.

    1999-01-01

    Regional cerebral blood flow was measured in six right-handed volunteers using positron emission tomography during tasks involving repetitive self-paced finger tapping at five different frequencies. The contralateral primary sensorimotor cortex, the pre-supplementary motor area and the cingulate motor area showed significant activation during self-paced finger tapping tasks, compared with the resting state. A positive correlation between the regional cerebral blood flow and the movement frequency was found only in the primary sensorimotor cortex. In the pre-supplementary motor area and the cingulate motor area, however, activity increased when the subject employed movement frequencies faster or slower than his own pace. The same tendency was noted with respect to the relative variability of the inter-tapping interval.The results therefore indicate that the activity of the pre-supplementary motor area and the cingulate motor area may well be related to the increased difficulty in motor control rather than to the execution of the movement itself. (Copyright (c) 1999 Elsevier Science B.V., Amsterdam. All rights reserved.)

  3. The Self-Paced Graz Brain-Computer Interface: Methods and Applications

    Directory of Open Access Journals (Sweden)

    Reinhold Scherer

    2007-01-01

    Full Text Available We present the self-paced 3-class Graz brain-computer interface (BCI which is based on the detection of sensorimotor electroencephalogram (EEG rhythms induced by motor imagery. Self-paced operation means that the BCI is able to determine whether the ongoing brain activity is intended as control signal (intentional control or not (non-control state. The presented system is able to automatically reduce electrooculogram (EOG artifacts, to detect electromyographic (EMG activity, and uses only three bipolar EEG channels. Two applications are presented: the freeSpace virtual environment (VE and the Brainloop interface. The freeSpace is a computer-game-like application where subjects have to navigate through the environment and collect coins by autonomously selecting navigation commands. Three subjects participated in these feedback experiments and each learned to navigate through the VE and collect coins. Two out of the three succeeded in collecting all three coins. The Brainloop interface provides an interface between the Graz-BCI and Google Earth.

  4. Prolonged self-paced exercise in the heat - environmental factors affecting performance

    DEFF Research Database (Denmark)

    Junge, Nicklas; Jørgensen, Rasmus; Flouris, Andreas D

    2016-01-01

    ) was on average reduced by 15% in the 14 studies that fulfilled the inclusion criteria. Ambient temperature per se was a poor predictor of the integrated environmental heat stress and 2 of the prevailing heat stress indices (WBGT and UTCI) failed to predict the environmental influence on performance. The weighing......In this review we examine how self-paced performance is affected by environmental heat stress factors during cycling time trial performance as well as considering the effects of exercise mode and heat acclimatization. Mean power output during prolonged cycling time trials in the heat (≥30°C...... of wind speed appears to be too low for predicting the effect for cycling in trained acclimatized subjects, where performance may be maintained in outdoor time trials at ambient temperatures as high as 36°C (36°C UTCI; 28°C WBGT). Power output during indoor trials may also be maintained with temperatures...

  5. Faster self-paced rate of drinking for alcohol mixed with energy drinks versus alcohol alone.

    Science.gov (United States)

    Marczinski, Cecile A; Fillmore, Mark T; Maloney, Sarah F; Stamates, Amy L

    2017-03-01

    The consumption of alcohol mixed with energy drinks (AmED) has been associated with higher rates of binge drinking and impaired driving when compared with alcohol alone. However, it remains unclear why the risks of use of AmED are heightened compared with alcohol alone even when the doses of alcohol consumed are similar. Therefore, the purpose of this laboratory study was to investigate if the rate of self-paced beverage consumption was faster for a dose of AmED versus alcohol alone using a double-blind, within-subjects, placebo-controlled study design. Participants (n = 16) of equal gender who were social drinkers attended 4 separate test sessions that involved consumption of alcohol (1.97 ml/kg vodka) and energy drinks, alone and in combination. On each test day, the dose assigned was divided into 10 cups. Participants were informed that they would have a 2-h period to consume the 10 drinks. After the self-paced drinking period, participants completed a cued go/no-go reaction time (RT) task and subjective ratings of stimulation and sedation. The results indicated that participants consumed the AmED dose significantly faster (by ∼16 min) than the alcohol dose. For the performance task, participants' mean RTs were slower in the alcohol conditions and faster in the energy-drink conditions. In conclusion, alcohol consumers should be made aware that rapid drinking might occur for AmED beverages, thus heightening alcohol-related safety risks. The fast rate of drinking may be related to the generalized speeding of responses after energy-drink consumption. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  6. Active Self-Paced Learning for Cost-Effective and Progressive Face Identification.

    Science.gov (United States)

    Lin, Liang; Wang, Keze; Meng, Deyu; Zuo, Wangmeng; Zhang, Lei

    2018-01-01

    This paper aims to develop a novel cost-effective framework for face identification, which progressively maintains a batch of classifiers with the increasing face images of different individuals. By naturally combining two recently rising techniques: active learning (AL) and self-paced learning (SPL), our framework is capable of automatically annotating new instances and incorporating them into training under weak expert recertification. We first initialize the classifier using a few annotated samples for each individual, and extract image features using the convolutional neural nets. Then, a number of candidates are selected from the unannotated samples for classifier updating, in which we apply the current classifiers ranking the samples by the prediction confidence. In particular, our approach utilizes the high-confidence and low-confidence samples in the self-paced and the active user-query way, respectively. The neural nets are later fine-tuned based on the updated classifiers. Such heuristic implementation is formulated as solving a concise active SPL optimization problem, which also advances the SPL development by supplementing a rational dynamic curriculum constraint. The new model finely accords with the "instructor-student-collaborative" learning mode in human education. The advantages of this proposed framework are two-folds: i) The required number of annotated samples is significantly decreased while the comparable performance is guaranteed. A dramatic reduction of user effort is also achieved over other state-of-the-art active learning techniques. ii) The mixture of SPL and AL effectively improves not only the classifier accuracy compared to existing AL/SPL methods but also the robustness against noisy data. We evaluate our framework on two challenging datasets, which include hundreds of persons under diverse conditions, and demonstrate very promising results. Please find the code of this project at: http://hcp.sysu.edu.cn/projects/aspl/.

  7. Automatic user customization for improving the performance of a self-paced brain interface system.

    Science.gov (United States)

    Fatourechi, Mehrdad; Bashashati, Ali; Birch, Gary E; Ward, Rabab K

    2006-12-01

    Customizing the parameter values of brain interface (BI) systems by a human expert has the advantage of being fast and computationally efficient. However, as the number of users and EEG channels grows, this process becomes increasingly time consuming and exhausting. Manual customization also introduces inaccuracies in the estimation of the parameter values. In this paper, the performance of a self-paced BI system whose design parameter values were automatically user customized using a genetic algorithm (GA) is studied. The GA automatically estimates the shapes of movement-related potentials (MRPs), whose features are then extracted to drive the BI. Offline analysis of the data of eight subjects revealed that automatic user customization improved the true positive (TP) rate of the system by an average of 6.68% over that whose customization was carried out by a human expert, i.e., by visually inspecting the MRP templates. On average, the best improvement in the TP rate (an average of 9.82%) was achieved for four individuals with spinal cord injury. In this case, the visual estimation of the parameter values of the MRP templates was very difficult because of the highly noisy nature of the EEG signals. For four able-bodied subjects, for which the MRP templates were less noisy, the automatic user customization led to an average improvement of 3.58% in the TP rate. The results also show that the inter-subject variability of the TP rate is also reduced compared to the case when user customization is carried out by a human expert. These findings provide some primary evidence that automatic user customization leads to beneficial results in the design of a self-paced BI for individuals with spinal cord injury.

  8. Rethinking e-learning

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian

    2006-01-01

    “Technology alone does not deliver educational success. It only becomes valuable in education if learners and teachers can do something useful with it” (E-Learning: The Partnership Challenge, 2001, p. 24). This quotation could be used as a bon mot for this chapter. Our main goal is to rethink e-learning...... by shifting the focus of attention from learning resources (learning objects) to learning activities, which also implies a refocusing of the pedagogical discussion of the learning process.Firstly, we try to identify why e-learning has not been able to deliver the educational results as expected five years ago...

  9. A Closer Look at Split Visual Attention in System- and Self-Paced Instruction in Multimedia Learning

    Science.gov (United States)

    Schmidt-Weigand, Florian; Kohnert, Alfred; Glowalla, Ulrich

    2010-01-01

    Two experiments examined visual attention distribution in learning from text and pictures. Participants watched a 16-step multimedia instruction on the formation of lightning. In Experiment 1 (N=90) the instruction was system-paced (fast, medium, slow pace), while it was self-paced in Experiment 2 (N=31). In both experiments the text modality was…

  10. Superior Self-Paced Memorization of Digits in Spite of a Normal Digit Span: The Structure of a Memorist's Skill

    Science.gov (United States)

    Hu, Yi; Ericsson, K. Anders; Yang, Dan; Lu, Chao

    2009-01-01

    Over the last century many individuals with exceptional memory have been studied and tested in the laboratory. This article studies Chao Lu, who set a Guinness World Record by memorizing 67,890 decimals of pi. Chao Lu's superior self-paced memorization of digits is shown through analyses of study times and verbal reports to be mediated by mnemonic…

  11. Self-paced versus fixed speed walking and the effect of virtual reality in children with cerebral palsy

    NARCIS (Netherlands)

    Sloot, L.H.; Harlaar, J.; van der Krogt, M.M.

    2015-01-01

    While feedback-controlled treadmills with a virtual reality could potentially offer advantages for clinical gait analysis and training, the effect of self-paced walking and the virtual environment on the gait pattern of children and different patient groups remains unknown. This study examined the

  12. A hybrid NIRS-EEG system for self-paced brain computer interface with online motor imagery.

    Science.gov (United States)

    Koo, Bonkon; Lee, Hwan-Gon; Nam, Yunjun; Kang, Hyohyeong; Koh, Chin Su; Shin, Hyung-Cheul; Choi, Seungjin

    2015-04-15

    For a self-paced motor imagery based brain-computer interface (BCI), the system should be able to recognize the occurrence of a motor imagery, as well as the type of the motor imagery. However, because of the difficulty of detecting the occurrence of a motor imagery, general motor imagery based BCI studies have been focusing on the cued motor imagery paradigm. In this paper, we present a novel hybrid BCI system that uses near infrared spectroscopy (NIRS) and electroencephalography (EEG) systems together to achieve online self-paced motor imagery based BCI. We designed a unique sensor frame that records NIRS and EEG simultaneously for the realization of our system. Based on this hybrid system, we proposed a novel analysis method that detects the occurrence of a motor imagery with the NIRS system, and classifies its type with the EEG system. An online experiment demonstrated that our hybrid system had a true positive rate of about 88%, a false positive rate of 7% with an average response time of 10.36 s. As far as we know, there is no report that explored hemodynamic brain switch for self-paced motor imagery based BCI with hybrid EEG and NIRS system. From our experimental results, our hybrid system showed enough reliability for using in a practical self-paced motor imagery based BCI. Copyright © 2014 Elsevier B.V. All rights reserved.

  13. Parahippocampal activation during successful recognition of words: a self-paced event-related fMRI study

    NARCIS (Netherlands)

    Daselaar, S. M.; Rombouts, S. A.; Veltman, D. J.; Raaijmakers, J. G.; Lazeron, R. H.; Jonker, C.

    2001-01-01

    In this study, we investigated retrieval from verbal episodic memory using a self-paced event-related fMRI paradigm, similar to the designs typically used in behavioral studies of memory function. We tested the hypothesis that the medial temporal lobe (MTL) is involved in the actual recovery of

  14. Multimedia Approach to Self-Paced Individualized Instruction in Automotive Mechanics and Other Vocational Programs. Final Report.

    Science.gov (United States)

    Ozarka Vocational Technical School, Melbourne, AR.

    A project developed, field tested, implemented, and disseminated a management system, support materials, and references for a self-paced individualized instructional program in automotive mechanics and food services. During the program, the Planwriter component of the SAGE/Compute-a-Match Assessment System was used to develop a management system…

  15. Examining the Effectiveness of a Semi-Self-Paced Flipped Learning Format in a College General Chemistry Sequence

    Science.gov (United States)

    Hibbard, Lisa; Sung, Shannon; Wells, Breche´

    2016-01-01

    Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a…

  16. Self-Paced Tutorial Courses for Mineral Science - Metallurgy Departments. Final Progress Report (July 1975-August 1980).

    Science.gov (United States)

    Twidwell, L. G.

    Four courses in extractive metallurgy (Pyrometallurgy, Hydrometallurgy, Electrometallurgy; and Physical Chemistry of Iron and Steel) were prepared in a modular, self-paced format. Development of the course materials included: (1) preparation of course outlines by unit coordinators and advisory committees; (2) approval of course outlines (included…

  17. e-Learning Mathematics

    OpenAIRE

    Almanasreh, Hasan

    2017-01-01

    This study concerns the use of e-learning in the educational system shedding the light on its advantages and disadvantages, and analyzing its applicability either partially or totally. From mathematical perspectives, theories are developed to test the courses tendency to online transformation. This leads to a new trend of learning, the offline-online-offline learning (fnf-learning), it merges e-learning mode with the traditional orientation of education. The derivation of the new trend is bas...

  18. E-Learning Approach in Teacher Training

    Directory of Open Access Journals (Sweden)

    A. Seda YUCEL

    2006-10-01

    Full Text Available There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment an asynchronized (where individuals actualize self-training in computer environments. Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.

  19. Fast self paced listening times in syntactic comprehension is aphasia -- implications for deficits

    Directory of Open Access Journals (Sweden)

    Jennifer Michaud

    2015-04-01

    Full Text Available Sixty one people with aphasia (pwa and forty one matched controls were tested for the ability to understand sentences that required the ability to assign particular syntactic structures. Participants paced themselves word-by-word through twenty examples of eleven spoken sentence types and indicated which of two pictures corresponded to the meaning of each sentence. Sentences were developed in pairs such that comprehension of the experimental version of a pair required an aspect of syntactic processing not required in the corresponding baseline sentence. The need for the syntactic operations required only in the experimental version was triggered at a “critical word” in the experimental sentence. Listening times for critical words in experimental sentences were compared to those for corresponding words in the corresponding baseline sentences. We adjusted self paced listening times for word duration by subtracting word durations from tag-to-tag self paced listening times to correct for word duration, yielding what we have previously called “corrected listening times.” Corrected listening times above ceiling (10,000 msec for sentence-final words and 5,000 msec for all other words were discarded. For controls, this led to 0.2% of data being discarded and for PWAs 2.2% were discarded. Corrected listening times that were more than 3 standard deviations above or below the mean for that sentence type for each subject were adjusted either down to the upper limit or up to the lower limit of the 3SD range (not discarded. For accurate sentences, 1.7% of the control data were adjusted and 1.8% of the aphasic data were adjusted. For inaccurate sentences, 10% of the corrected listening times were adjusted for controls and 3.3% for aphasics. Our interest is in incremental parsing and interpretation. The measure we used of this process was the residual of a regression of corrected self paced listening times for critical words in experimental sentences

  20. Implementing E-Learning Designed Courses in General Education

    Science.gov (United States)

    Nuangchalerm, Prasart; Sakkumduang, Krissada; Uhwha, Suleepornn; Chansirisira, Pacharawit

    2014-01-01

    The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and…

  1. A European perspective on e-learning

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    2004-01-01

    E-learning at Work , edited by Anne Marie Kanstrup. Roskilde Universitetsforlag, pages Pp.15-29. 2004 Short description: Based on a survey of 149 European e-learning and adult vocational training projects, the author presents examples of how ICT facilitates a positive change and development...... of workplace-related learning. Abstract: Based on a survey of 149 European e-learning and adult vocational training projects, the author presents examples of how ICT facilitates a positive change and development of workplace-related learning.The chapter ends with a suggestion for a historical categorisation...... that focus is on designing the technical tools rather than on the use of tools for e-learning in general, where ICT is just one integrated element among many: objective, motivation, ways to learning, profession, workplace etc. The rojects also reveal that different European countries move at different paces...

  2. Increasing business resilience to flood risk: Developing an effective e-learning tool to bridge the knowledge gap between policy, practice and business owners

    Science.gov (United States)

    Wragg, Amanda; McEwen, Lindsey; Harries, Tim

    2015-04-01

    The focus of this paper is on the use of an innovative co-production process that engages small and medium sized enterprises (SMEs) and other stakeholders in the development of an e-learning tool that has appeal for business owners as well as being a resource for agents working directly with businesses. It outlines t priorities identified by businesses in relation to the support, advice, and, usefulness of sharing experiences which will be reflected in the 'tool'. The researchers suggest that business adaptation to flood risk is a neglected area and that an information 'hub' for businesses will enable sign-posting to advisory sources, 'science communication', and support for those suffering the trauma of damage to their premises and livelihoods. The flooding of communities is becoming a repeated, widespread issue within the UK, and elsewhere. Significant impacts of extreme floods in 2007 were: loss of life, 48,000 houses and 7,000 businesses flooded, community disruption, and, monetary loss to local economies. The winter floods of 2013/2014 also had devastating impacts. This paper reports on research from a three year multi-disciplinary project funded by the UK Engineering and Physical Sciences Research Council (EPSRC). In early 2014, SMEs accounted for 99.3% of all private sector businesses in the UK and 47.8% of private sector employment (FSB, 2014), thus they are a crucial part of the UK economy. Whilst some research focuses on 'community resilience', less is focused on the resilience of SMEs. Although SMEs may be vulnerable to fluctuations in turnover and housed in vulnerable premises, they often have the ability to make quick decisions and be innovative in the face of adversity owing to smaller, less complex systems. One key research aim has been to determine attitudes of business owners towards flood resilience and business continuity and barriers and motivators relating to adaptation. The resources SMEs draw on, their understanding of flood risk, and, the

  3. Comparing electro- and mechano-myographic muscle activation patterns in self-paced pediatric gait.

    Science.gov (United States)

    Plewa, Katherine; Samadani, Ali; Chau, Tom

    2017-10-01

    Electromyography (EMG) is the standard modality for measuring muscle activity. However, the convenience and availability of low-cost accelerometer-based wearables makes mechanomyography (MMG) an increasingly attractive alternative modality for clinical applications. Literature to date has demonstrated a strong association between EMG and MMG temporal alignment in isometric and isokinetic contractions. However, the EMG-MMG relationship has not been studied in gait. In this study, the concurrence of EMG- and MMG-detected contractions in the tibialis anterior, lateral gastrocnemius, vastus lateralis, and biceps femoris muscles were investigated in children during self-paced gait. Furthermore, the distribution of signal power over the gait cycle was statistically compared between EMG-MMG modalities. With EMG as the reference, muscular contractions were detected based on MMG with balanced accuracies between 88 and 94% for all muscles except the gastrocnemius. MMG signal power differed from that of EMG during certain phases of the gait cycle in all muscles except the biceps femoris. These timing and power distribution differences between the two modalities may in part be related to muscle fascicle length changes that are unique to muscle motion during gait. Our findings suggest that the relationship between EMG and MMG appears to be more complex during gait than in isometric and isokinetic contractions. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Structured Approach vs. Self-Paced Modular Approach in Teaching Trigonometry

    Directory of Open Access Journals (Sweden)

    Rodin M. Paspasan

    2015-12-01

    Full Text Available The study aimed to determine which approach in the teaching of Mathematics allowed students to achieve a higher mathematical performance and to establish the learning styles of the students to showed greater confidence on a written posttest - the self-paced modular approach or the structured lecture demonstration based approach. The instruments used in the study are Trigonometry Achievement Test (PTAT designed by the researcher and the Grasha - Reichmann Student Learning Style Survey. Hence. the result shows on the test of significant difference on the respondents learning styles and level of performance established independent learning conditions and demonstrate remarkably higher mathematical performance, respectively. In the light of the statistical analysis and the findings of the study, it could be generalized that SPMA made the students learning styles more independent because they prefer to work at their own pace. Hence, SPMA help them also improve their level of performance in relation to plane trigonometry regardless of their mathematical abilities compared to structured approach. Along these lines, the subsequent recommendations are presented for consideration: The teachers should use collective learning style inventories so that students remain interested throughout their mathematics course. And should use SPMA in teaching trigonometry and other disciplines in the field of mathematics.

  5. SELF-PACED READING AND THE ACHIEVEMENT OF PERSIAN EFL LEARNERS

    Directory of Open Access Journals (Sweden)

    Amir Toghyani Khorasgani

    2013-12-01

    Full Text Available This study aimed at investigating the effects of reading goals on L2 reading comprehension in a computer-mediated environment when reading is self-paced by the learners and students are responsible for their own comprehension. Sixty participants (30 males & 30 females in three groups of 20 were involved. A computer program, written in C#.NET program, presented the text on the screen four lines at a time, and measured the amount of time students would spend on each page initially, how many times students re-read pages, and how much time students would spend re-reading pages. L2 learners’ comprehension and learning strategies were measured in three ways: recall of materials, time spent reading each page of the text and time spent re-reading pages, and the number of times pages were re-read. Finally, after one month from the first test a posttest was administered to determine which group could remember materials better. The results revealed that recall of materials was significantly greater for the teaching-goal group than the other two groups in both first and second tests. Time spent re-reading was significantly greater for the teaching-goal group as well. These findings suggest that reading goals do have an effect on comprehension and recalling in a computer-mediated environment and students with a different reading goal performed differently while reading passages.

  6. Distractor Effect of Auditory Rhythms on Self-Paced Tapping in Chimpanzees and Humans

    Science.gov (United States)

    Hattori, Yuko; Tomonaga, Masaki; Matsuzawa, Tetsuro

    2015-01-01

    Humans tend to spontaneously align their movements in response to visual (e.g., swinging pendulum) and auditory rhythms (e.g., hearing music while walking). Particularly in the case of the response to auditory rhythms, neuroscientific research has indicated that motor resources are also recruited while perceiving an auditory rhythm (or regular pulse), suggesting a tight link between the auditory and motor systems in the human brain. However, the evolutionary origin of spontaneous responses to auditory rhythms is unclear. Here, we report that chimpanzees and humans show a similar distractor effect in perceiving isochronous rhythms during rhythmic movement. We used isochronous auditory rhythms as distractor stimuli during self-paced alternate tapping of two keys of an electronic keyboard by humans and chimpanzees. When the tempo was similar to their spontaneous motor tempo, tapping onset was influenced by intermittent entrainment to auditory rhythms. Although this effect itself is not an advanced rhythmic ability such as dancing or singing, our results suggest that, to some extent, the biological foundation for spontaneous responses to auditory rhythms was already deeply rooted in the common ancestor of chimpanzees and humans, 6 million years ago. This also suggests the possibility of a common attentional mechanism, as proposed by the dynamic attending theory, underlying the effect of perceiving external rhythms on motor movement. PMID:26132703

  7. Task-Difficulty Homeostasis in Car Following Models: Experimental Validation Using Self-Paced Visual Occlusion.

    Directory of Open Access Journals (Sweden)

    Jami Pekkanen

    Full Text Available Car following (CF models used in traffic engineering are often criticized for not incorporating "human factors" well known to affect driving. Some recent work has addressed this by augmenting the CF models with the Task-Capability Interface (TCI model, by dynamically changing driving parameters as function of driver capability. We examined assumptions of these models experimentally using a self-paced visual occlusion paradigm in a simulated car following task. The results show strong, approximately one-to-one, correspondence between occlusion duration and increase in time headway. The correspondence was found between subjects and within subjects, on aggregate and individual sample level. The long time scale aggregate results support TCI-CF models that assume a linear increase in time headway in response to increased distraction. The short time scale individual sample level results suggest that drivers also adapt their visual sampling in response to transient changes in time headway, a mechanism which isn't incorporated in the current models.

  8. Spontaneous Velocity Effect of Musical Expression on Self-Paced Walking

    Science.gov (United States)

    Buhmann, Jeska; Desmet, Frank; Moens, Bart; Van Dyck, Edith; Leman, Marc

    2016-01-01

    The expressive features of music can influence the velocity of walking. So far, studies used instructed (and intended) synchronization. But is this velocity effect still present with non-instructed (spontaneous) synchronization? To figure that out, participants were instructed to walk in their own comfort tempo on an indoor track, first in silence and then with tempo-matched music. We compared velocities of silence and music conditions. The results show that some music has an activating influence, increasing velocity and motivation, while other music has a relaxing influence, decreasing velocity and motivation. The influence of musical expression on the velocity of self-paced walking can be predicted with a regression model using only three sonic features explaining 56% of the variance. Phase-coherence between footfall and beat did not contribute to the velocity effect, due to its implied fixed pacing. The findings suggest that the velocity effect depends on vigor entrainment that influences both stride length and pacing. Our findings are relevant for preventing injuries, for gait improvement in walking rehabilitation, and for improving performance in sports activities. PMID:27167064

  9. Spontaneous Velocity Effect of Musical Expression on Self-Paced Walking.

    Directory of Open Access Journals (Sweden)

    Jeska Buhmann

    Full Text Available The expressive features of music can influence the velocity of walking. So far, studies used instructed (and intended synchronization. But is this velocity effect still present with non-instructed (spontaneous synchronization? To figure that out, participants were instructed to walk in their own comfort tempo on an indoor track, first in silence and then with tempo-matched music. We compared velocities of silence and music conditions. The results show that some music has an activating influence, increasing velocity and motivation, while other music has a relaxing influence, decreasing velocity and motivation. The influence of musical expression on the velocity of self-paced walking can be predicted with a regression model using only three sonic features explaining 56% of the variance. Phase-coherence between footfall and beat did not contribute to the velocity effect, due to its implied fixed pacing. The findings suggest that the velocity effect depends on vigor entrainment that influences both stride length and pacing. Our findings are relevant for preventing injuries, for gait improvement in walking rehabilitation, and for improving performance in sports activities.

  10. Assessment of the perception of verticality and horizontality with self-paced saccades.

    Science.gov (United States)

    Pettorossi, V E; Bambagioni, D; Bronstein, A M; Gresty, M A

    1998-07-01

    We investigated the ability of human subjects (Ss) to make self-paced saccades in the earth-vertical and horizontal directions (space-referenced task) and in the direction of the head-vertical and horizontal axis (self-referenced task) during whole body tilts of 0 degrees, 22.5 degrees, 45 degrees and 90 degrees in the frontal (roll) plane. Saccades were recorded in the dark with computerised video-oculography. During space-referenced tasks, the saccade vectors did not fully counter-rotate to compensate for larger angles of body tilt. This finding is in agreement with the 'A' effect reported for the visual vertical. The error was significantly larger for saccades intended to be space-horizontal than space-vertical. This vertico-horizontal dissociation implies greater difficulty in defining horizontality than verticality with the non-visual motor task employed. In contrast, normal Ss (and an alabyrinthine subject tested) were accurate in orienting saccades to their own (cranio-centric) vertical and horizontal axes regardless of tilt indicating that cranio-centric perception is robust and apparently not affected by gravitational influences.

  11. Distractor Effect of Auditory Rhythms on Self-Paced Tapping in Chimpanzees and Humans.

    Directory of Open Access Journals (Sweden)

    Yuko Hattori

    Full Text Available Humans tend to spontaneously align their movements in response to visual (e.g., swinging pendulum and auditory rhythms (e.g., hearing music while walking. Particularly in the case of the response to auditory rhythms, neuroscientific research has indicated that motor resources are also recruited while perceiving an auditory rhythm (or regular pulse, suggesting a tight link between the auditory and motor systems in the human brain. However, the evolutionary origin of spontaneous responses to auditory rhythms is unclear. Here, we report that chimpanzees and humans show a similar distractor effect in perceiving isochronous rhythms during rhythmic movement. We used isochronous auditory rhythms as distractor stimuli during self-paced alternate tapping of two keys of an electronic keyboard by humans and chimpanzees. When the tempo was similar to their spontaneous motor tempo, tapping onset was influenced by intermittent entrainment to auditory rhythms. Although this effect itself is not an advanced rhythmic ability such as dancing or singing, our results suggest that, to some extent, the biological foundation for spontaneous responses to auditory rhythms was already deeply rooted in the common ancestor of chimpanzees and humans, 6 million years ago. This also suggests the possibility of a common attentional mechanism, as proposed by the dynamic attending theory, underlying the effect of perceiving external rhythms on motor movement.

  12. Distractor Effect of Auditory Rhythms on Self-Paced Tapping in Chimpanzees and Humans.

    Science.gov (United States)

    Hattori, Yuko; Tomonaga, Masaki; Matsuzawa, Tetsuro

    2015-01-01

    Humans tend to spontaneously align their movements in response to visual (e.g., swinging pendulum) and auditory rhythms (e.g., hearing music while walking). Particularly in the case of the response to auditory rhythms, neuroscientific research has indicated that motor resources are also recruited while perceiving an auditory rhythm (or regular pulse), suggesting a tight link between the auditory and motor systems in the human brain. However, the evolutionary origin of spontaneous responses to auditory rhythms is unclear. Here, we report that chimpanzees and humans show a similar distractor effect in perceiving isochronous rhythms during rhythmic movement. We used isochronous auditory rhythms as distractor stimuli during self-paced alternate tapping of two keys of an electronic keyboard by humans and chimpanzees. When the tempo was similar to their spontaneous motor tempo, tapping onset was influenced by intermittent entrainment to auditory rhythms. Although this effect itself is not an advanced rhythmic ability such as dancing or singing, our results suggest that, to some extent, the biological foundation for spontaneous responses to auditory rhythms was already deeply rooted in the common ancestor of chimpanzees and humans, 6 million years ago. This also suggests the possibility of a common attentional mechanism, as proposed by the dynamic attending theory, underlying the effect of perceiving external rhythms on motor movement.

  13. Spontaneous Velocity Effect of Musical Expression on Self-Paced Walking.

    Science.gov (United States)

    Buhmann, Jeska; Desmet, Frank; Moens, Bart; Van Dyck, Edith; Leman, Marc

    2016-01-01

    The expressive features of music can influence the velocity of walking. So far, studies used instructed (and intended) synchronization. But is this velocity effect still present with non-instructed (spontaneous) synchronization? To figure that out, participants were instructed to walk in their own comfort tempo on an indoor track, first in silence and then with tempo-matched music. We compared velocities of silence and music conditions. The results show that some music has an activating influence, increasing velocity and motivation, while other music has a relaxing influence, decreasing velocity and motivation. The influence of musical expression on the velocity of self-paced walking can be predicted with a regression model using only three sonic features explaining 56% of the variance. Phase-coherence between footfall and beat did not contribute to the velocity effect, due to its implied fixed pacing. The findings suggest that the velocity effect depends on vigor entrainment that influences both stride length and pacing. Our findings are relevant for preventing injuries, for gait improvement in walking rehabilitation, and for improving performance in sports activities.

  14. Self-paced brain-computer interface control of ambulation in a virtual reality environment

    Science.gov (United States)

    Wang, Po T.; King, Christine E.; Chui, Luis A.; Do, An H.; Nenadic, Zoran

    2012-10-01

    Objective. Spinal cord injury (SCI) often leaves affected individuals unable to ambulate. Electroencephalogram (EEG) based brain-computer interface (BCI) controlled lower extremity prostheses may restore intuitive and able-body-like ambulation after SCI. To test its feasibility, the authors developed and tested a novel EEG-based, data-driven BCI system for intuitive and self-paced control of the ambulation of an avatar within a virtual reality environment (VRE). Approach. Eight able-bodied subjects and one with SCI underwent the following 10-min training session: subjects alternated between idling and walking kinaesthetic motor imageries (KMI) while their EEG were recorded and analysed to generate subject-specific decoding models. Subjects then performed a goal-oriented online task, repeated over five sessions, in which they utilized the KMI to control the linear ambulation of an avatar and make ten sequential stops at designated points within the VRE. Main results. The average offline training performance across subjects was 77.2±11.0%, ranging from 64.3% (p = 0.001 76) to 94.5% (p = 6.26×10-23), with chance performance being 50%. The average online performance was 8.5±1.1 (out of 10) successful stops and 303±53 s completion time (perfect = 211 s). All subjects achieved performances significantly different than those of random walk (p prosthesis systems may be feasible.

  15. Analysis of a Student-Centered, Self-Paced Pedagogy Style for Teaching Information Systems Courses

    Directory of Open Access Journals (Sweden)

    Sharon Paranto

    2006-12-01

    Full Text Available The entry-level skills for students enrolling in a college-level information systems course can vary widely. This paper analyzes the impact of a "student-centered" pedagogy model, in which students use a self-paced approach for learning the material in an introductory information systems course, with pre-assigned dates for lectures and for assignment/exam deadlines. This new paradigm was implemented in several sections of an introductory information systems course over a two-semester time span. Under the new model, tutorial-style textbooks were used to help students master the material, all other materials were available online, and all exams were given using a hands-on, task-oriented online testing package, which included a multiple-choice/true-false component to test student understanding of the conceptual portion of the course. An anonymous student survey was used to gain student perceptions of the level of learning that took place under the new paradigm, as well as to measure student satisfaction with the course design, and a pre-/post-test was used to provide a measure of student learning.

  16. eLEARNING

    OpenAIRE

    Hamburg, Ileana; Lindecke, Christiane; Terstriep, Judith

    2005-01-01

    eLearning through its flexibility and facility of access is seen as a major enabler of lifelong learning (LLL), as a catalyst of change and a chance for small and medium-sized enterprises (SMEs) to improve their business and to integrate into European market. But so far eLearning in the context of vocational educational training mainly has been adopted by large enterprises, while only little activity can be observed in SMEs. The question arises what the chances and challenges for SMEs are and...

  17. E-Learning is a Well-Accepted Tool in Supplementary Training among Medical Doctors: An Experience of Obligatory Radiation Protection Training in Healthcare

    International Nuclear Information System (INIS)

    Autti, T.; Autti, H.; Vehmas, T.; Laitalainen, V.; Kivisaari, L.

    2007-01-01

    Purpose: To evaluate the possibilities of Internet-based radiation protection training among referring physicians. Material and Methods: 324 referring physicians underwent an Internet-based radiation protection training course (www.prewise.com/radiationsafetytraining). Two hundred ten of them (96 female, 114 male, aged 25-64 years) filled out the questionnaire, which included questions regarding their expectations for the course, its scope and schedule, and the benefit they derived from the course. In addition, we asked whether it was difficult to learn using the Internet, whether e-learning saved time, and whether they learned more or less effectively in comparison to conventional lectures. Results: 75% found e-learning to be an easy way to study. Nineteen percent had previous experience in e-learning. Sixty-one percent found that it saved time, and 57% stated that they learned more effectively using e-learning in comparison to conventional lectures (22% chose 'could not say'). Ninety-one percent found that the course fulfilled their expectations, and the scope and schedule were found convenient by 91% and 55% of subjects, respectively. Eighty-four percent stated that they benefited from the course, and 94% were willing to study using the Internet in the future. No sex or age differences were found. Subjects working in the open ward (P 0.028) and hospital (P 0.004) found the course to be more timesaving than subjects working elsewhere. Conclusion: Finnish medical doctors are very positive about Internet-based learning. E-learning seems to be a well-accepted and practical learning method in healthcare

  18. E-Learning is a Well-Accepted Tool in Supplementary Training among Medical Doctors: An Experience of Obligatory Radiation Protection Training in Healthcare

    Energy Technology Data Exchange (ETDEWEB)

    Autti, T.; Autti, H.; Vehmas, T.; Laitalainen, V.; Kivisaari, L. [Helsinki Medical Imaging Center, Univ Hospital of Helsinki (Finland)

    2007-07-15

    Purpose: To evaluate the possibilities of Internet-based radiation protection training among referring physicians. Material and Methods: 324 referring physicians underwent an Internet-based radiation protection training course (www.prewise.com/radiationsafetytraining). Two hundred ten of them (96 female, 114 male, aged 25-64 years) filled out the questionnaire, which included questions regarding their expectations for the course, its scope and schedule, and the benefit they derived from the course. In addition, we asked whether it was difficult to learn using the Internet, whether e-learning saved time, and whether they learned more or less effectively in comparison to conventional lectures. Results: 75% found e-learning to be an easy way to study. Nineteen percent had previous experience in e-learning. Sixty-one percent found that it saved time, and 57% stated that they learned more effectively using e-learning in comparison to conventional lectures (22% chose 'could not say'). Ninety-one percent found that the course fulfilled their expectations, and the scope and schedule were found convenient by 91% and 55% of subjects, respectively. Eighty-four percent stated that they benefited from the course, and 94% were willing to study using the Internet in the future. No sex or age differences were found. Subjects working in the open ward (P = 0.028) and hospital (P 0.004) found the course to be more timesaving than subjects working elsewhere. Conclusion: Finnish medical doctors are very positive about Internet-based learning. E-learning seems to be a well-accepted and practical learning method in healthcare.

  19. Pervasive e-learning

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Hundebøl, Jesper

    2009-01-01

    The establishment of pervasive learning environments is based on the successful combination and re-configuration of inter-connected sets of activities and contexts. This chapter presents a definition of Pervasive (e) Learning Environments and discusses the pedagogical potentials and challenges...

  20. Let's Walk Outdoors! Self-Paced Walking Outdoors Improves Future Intention to Exercise in Women With Obesity.

    Science.gov (United States)

    Krinski, Kleverton; Machado, Daniel G S; Lirani, Luciana S; DaSilva, Sergio G; Costa, Eduardo C; Hardcastle, Sarah J; Elsangedy, Hassan M

    2017-04-01

    In order to examine whether environmental settings influence psychological and physiological responses of women with obesity during self-paced walking, 38 women performed two exercise sessions (treadmill and outdoors) for 30 min, where oxygen uptake, heart rate, ratings of perceived exertion, affect, attentional focus, enjoyment, and future intentions to walk were analyzed. Physiological responses were similar during both sessions. However, during outdoor exercise, participants displayed higher externally focused attention, positive affect, and lower ratings of perceived exertion, followed by greater enjoyment and future intention to participate in outdoor walking. The more externally focused attention predicted greater future intentions to participate in walking. Therefore, women with obesity self-selected an appropriate exercise intensity to improve fitness and health in both environmental settings. Also, self-paced outdoor walking presented improved psychological responses. Health care professionals should consider promoting outdoor forms of exercise to maximize psychological benefits and promote long-term adherence to a physically active lifestyle.

  1. Comparison of the Event-Related Desynchronization during Self-Paced Movement and when playing a Nintendo Wii Game

    Directory of Open Access Journals (Sweden)

    Nikola Šobajić

    2011-06-01

    Full Text Available We compared pre-movement event-related desynchronization (ERD of μ rhythm over the primary motor cortex using surface electrodes in a group of five healthy subjects during self-paced wrist movement and the wrist movement when playing a Nintendo Wii. We present a method that uses ERD to detect the onset of movement in single-trial electroencephalographic (EEG data. This algorithm produced a mean detection accuracy of 83% for the self-paced movement and 75% for the Wii-included sessions, without requiring subject training. This technique can be employed in an EEG-based brain–computer interface due to its high recognition rate and simplicity in computation.

  2. [eLearning-radiology.com--sustainability for quality assurance].

    Science.gov (United States)

    Ketelsen, D; Talanow, R; Uder, M; Grunewald, M

    2009-04-01

    The aim of the study was to analyze the availability of published radiological e-learning tools and to establish a solution for quality assurance. Substantial pubmed research was performed to identify radiological e-learning tools. 181 e-learning programs were selected. As examples two databases expanding their programs with external links, Compare (n = 435 external links) and TNT-Radiology (n = 1078 external links), were evaluated. A concept for quality assurance was developed by an international taskforce. At the time of assessment, 56.4 % (102 / 181) of the investigated e-learning tools were accessible at their original URL. A subgroup analysis of programs published 5 to 8 years ago showed significantly inferior availability to programs published 3 to 5 years ago (p eLearning-radiology.com was developed by the taskforce and published online. This tool allows authors to present their programs and users to evaluate the e-learning tools depending on several criteria in order to remove inoperable links and to obtain information about the complexity and quality of the e-learning tools. More than 50 % of investigated radiological e-learning tools on the Internet were not accessible after a period of 5 to 8 years. As a consequence, an independent, international tool for quality assurance was designed and published online under www.eLearning-radiology.com .

  3. An Approach To Personalized e-Learning

    Directory of Open Access Journals (Sweden)

    Matteo Gaeta

    2013-02-01

    Full Text Available This paper focuses on the concept of personalized e-Learning for the computer science (or informatics education. Several authors have stated that personalization, in educational context, allows executing more efficient and effective learning processes. On the other side the use of Semantic Web technologies (e.g. ontologies is more and more often considered as a technological basis for personalization in e-Learning (the so-called self-regulated learning. In this paper we describe how personalization can be exploited in e-Learning systems, focusing on our proposal: the Intelligent Web Teacher (IWT. Therefore we present the evaluation of our personalization tools tested in real academic courses, where e-Learning activities are carried out to complement the traditional lectures.

  4. Influence of music on maximal self-paced running performance and passive post-exercise recovery rate.

    Science.gov (United States)

    Lee, Sam; Kimmerly, Derek S

    2016-01-01

    The purpose of this study was to examine the influence of fast tempo music (FM) on self-paced running performance (heart rate, running speed, ratings of perceived exertion), and slow tempo music (SM) on post-exercise heart rate and blood lactate recovery rates. Twelve participants (5 women) completed three randomly assigned conditions: static noise (control), FM and SM. Each condition consisted of self-paced treadmill running, and supine postexercise recovery periods (20 min each). Average running speed, heart rate (HR) and ratings of perceived exertion (RPE) were measured during the treadmill running period, while HR and blood lactate were measured during the recovery period. Listening to FM during exercise resulted in a faster self-selected running speed (10.8±1.7 vs. 9.9±1.4 km•hour-1, Peffect P<0.001) and blood lactate at the end of recovery (2.8±0.4 vs. 4.7±0.8 mmol•L-1, P<0.05). Listening to FM during exercise can increase self-paced intensity without altering perceived exertion levels while listening to SM after exercise can accelerate the recovery rate back to resting levels.

  5. The effect of uphill and downhill walking on gait parameters: A self-paced treadmill study.

    Science.gov (United States)

    Kimel-Naor, Shani; Gottlieb, Amihai; Plotnik, Meir

    2017-07-26

    It has been shown that gait parameters vary systematically with the slope of the surface when walking uphill (UH) or downhill (DH) (Andriacchi et al., 1977; Crowe et al., 1996; Kawamura et al., 1991; Kirtley et al., 1985; McIntosh et al., 2006; Sun et al., 1996). However, gait trials performed on inclined surfaces have been subject to certain technical limitations including using fixed speed treadmills (TMs) or, alternatively, sampling only a few gait cycles on inclined ramps. Further, prior work has not analyzed upper body kinematics. This study aims to investigate effects of slope on gait parameters using a self-paced TM (SPTM) which facilitates more natural walking, including measuring upper body kinematics and gait coordination parameters. Gait of 11 young healthy participants was sampled during walking in steady state speed. Measurements were made at slopes of +10°, 0° and -10°. Force plates and a motion capture system were used to reconstruct twenty spatiotemporal gait parameters. For validation, previously described parameters were compared with the literature, and novel parameters measuring upper body kinematics and bilateral gait coordination were also analyzed. Results showed that most lower and upper body gait parameters were affected by walking slope angle. Specifically, UH walking had a higher impact on gait kinematics than DH walking. However, gait coordination parameters were not affected by walking slope, suggesting that gait asymmetry, left-right coordination and gait variability are robust characteristics of walking. The findings of the study are discussed in reference to a potential combined effect of slope and gait speed. Follow-up studies are needed to explore the relative effects of each of these factors. Copyright © 2017. Published by Elsevier Ltd.

  6. Fractal fluctuations in spatiotemporal variables when walking on a self-paced treadmill.

    Science.gov (United States)

    Choi, Jin-Seung; Kang, Dong-Won; Seo, Jeong-Woo; Tack, Gye-Rae

    2017-12-08

    This study investigated the fractal dynamic properties of stride time (ST), stride length (SL) and stride speed (SS) during walking on a self-paced treadmill (STM) in which the belt speed is automatically controlled by the walking speed. Twelve healthy young subjects participated in the study. The subjects walked at their preferred walking speed under four conditions: STM, STM with a metronome (STM+met), fixed-speed (conventional) treadmill (FTM), and FTM with a metronome (FTM+met). To compare the fractal dynamics between conditions, the mean, variability, and fractal dynamics of ST, SL, and SS were compared. Moreover, the relationship among the variables was examined under each walking condition using three types of surrogates. The mean values of all variables did not differ between the two treadmills, and the variability of all variables was generally larger for STM than for FTM. The use of a metronome resulted in a decrease in variability in ST and SS for all conditions. The fractal dynamic characteristics of SS were maintained with STM, in contrast to FTM, and only the fractal dynamic characteristics of ST disappeared when using a metronome. In addition, the fractal dynamic patterns of the cross-correlated surrogate results were identical to those of all variables for the two treadmills. In terms of the fractal dynamic properties, STM walking was generally closer to overground walking than FTM walking. Although further research is needed, the present results will be useful in research on gait fractal dynamics and rehabilitation. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Increased Complexities in Visual Search Behavior in Skilled Players for a Self-Paced Aiming Task

    Directory of Open Access Journals (Sweden)

    Jingyi S. Chia

    2017-06-01

    Full Text Available The badminton serve is an important shot for winning a rally in a match. It combines good technique with the ability to accurately integrate visual information from the shuttle, racket, opponent, and intended landing point. Despite its importance and repercussive nature, to date no study has looked at the visual search behaviors during badminton service in the singles discipline. Unlike anticipatory tasks (e.g., shot returns, the serve presents an opportunity to explore the role of visual search behaviors in movement control for self-paced tasks. Accordingly, this study examined skill-related differences in visual behavior during the badminton singles serve. Skilled (n = 12 and less skilled (n = 12 participants performed 30 serves to a live opponent, while real-time eye movements were captured using a mobile gaze registration system. Frame-by-frame analyses of 662 serves were made and the skilled players took a longer preparatory time before serving. Visual behavior of the skilled players was characterized by significantly greater number of fixations on more areas of interest per trial than the less skilled. In addition, the skilled players spent a significantly longer time fixating on the court and net, whereas the less skilled players found the shuttle to be more informative. Quiet eye (QE duration (indicative of superior sports performance however, did not differ significantly between groups which has implications on the perceived importance of QE in the badminton serve. Moreover, while visual behavior differed by skill level, considerable individual differences were also observed especially within the skilled players. This augments the need for not just group-level analyses, but individualized analysis for a more accurate representation of visual behavior. Findings from this study thus provide an insight to the possible visual search strategies as players serve in net-barrier games. Moreover, this study highlighted an important aspect of

  8. Leveraging e-learning in medical education.

    Science.gov (United States)

    Lewis, Kadriye O; Cidon, Michal J; Seto, Teresa L; Chen, Haiqin; Mahan, John D

    2014-07-01

    e-Learning has become a popular medium for delivering instruction in medical education. This innovative method of teaching offers unique learning opportunities for medical trainees. The purpose of this article is to define the present state of e-learning in pediatrics and how to best leverage e-learning for educational effectiveness and change in medical education. Through addressing under-examined and neglected areas in implementation strategies for e-learning, its usefulness in medical education can be expanded. This study used a systematic database review of published studies in the field of e-learning in pediatric training between 2003 and 2013. The search was conducted using educational and health databases: Scopus, ERIC, PubMed, and search engines Google and Hakia. A total of 72 reference articles were suitable for analysis. This review is supplemented by the use of "e-Learning Design Screening Questions" to define e-learning design and development in 10 randomly selected articles. Data analysis used template-based coding themes and counting of the categories using descriptive statistics.Our search for pediatric e-learning (using Google and Hakia) resulted in six well-defined resources designed to support the professional development of doctors, residents, and medical students. The majority of studies focused on instructional effectiveness and satisfaction. There were few studies about e-learning development, implementation, and needs assessments used to identify the institutional and learners' needs. Reviewed studies used various study designs, measurement tools, instructional time, and materials for e-learning interventions. e-Learning is a viable solution for medical educators faced with many challenges, including (1) promoting self-directed learning, (2) providing flexible learning opportunities that would offer continuous (24h/day/7 days a week) availability for learners, and (3) engaging learners through collaborative learning communities to gain

  9. The effect of an interactive delirium e-learning tool on healthcare workers' delirium recognition, knowledge and strain in caring for delirious patients: a pilot pre-test/post-test study.

    Science.gov (United States)

    Detroyer, Elke; Dobbels, Fabienne; Debonnaire, Deborah; Irving, Kate; Teodorczuk, Andrew; Fick, Donna M; Joosten, Etienne; Milisen, Koen

    2016-01-15

    Studies investigating the effectiveness of delirium e-learning tools in clinical practice are scarce. The aim of this study is to determine the effect of a delirium e-learning tool on healthcare workers' delirium recognition, delirium knowledge and care strain in delirium. A pilot pre-posttest study in a convenience sample of 59 healthcare workers recruited from medical, surgical, geronto-psychiatric and rehabilitation units of a university hospital. The intervention consisted of a live information session on how to use the e-learning tool and, a 2-month self-active learning program. The tool included 11 e-modules integrating knowledge and skill development in prevention, detection and management of delirium. Case vignettes, the Delirium Knowledge Questionnaire, and the Strain of Care for Delirium Index were used to measure delirium recognition, delirium knowledge and experienced care strain in delirium respectively. Subgroup analyses were performed for healthcare workers completing 0 to 6 versus 7 to 11 modules. The delirium recognition score improved significantly (mean 3.1 ± SD 0.9 versus 2.7 ± 1.1; P = 0.04), and more healthcare workers identified hypoactive (P = 0.04) and hyperactive (P = 0.007) delirium in the posttest compared to the pretest phase. A significant difference in the change of recognition levels over time between the 0 to 6 and 7 to 11 module groups was demonstrated (P = 0.03), with an improved recognition level in the posttest phase within the 7 to 11 module group (P = 0.007). After adjustment for potential confounders, this difference in the change over time was not significant (P = 0.07) and no change in recognition levels within the 7 to 11 module group was noted (P = 0.19). The knowledge score significantly improved in the posttest compared to the pretest phase (mean 31.7 ± SD2.6 versus 28.3 ± 4.5; P e-learning tool improved healthcare workers' delirium recognition and knowledge. The effect

  10. eLearning reconsidered

    DEFF Research Database (Denmark)

    Bang, Jørgen

    2006-01-01

    Looking back, the integration of the WWW in the Internet has been a success within almost every area of society: news distribution, public information, self-service, public relations, advertising, etc. Similar high expectations were also related to the introduction of e-learning in the educational...... area. But, so far, the success seems only to be related to informal learning through just-in-time and just-in-place short courses available on the Internet. In this article, I will focus on the development of virtual universities and discuss some reasons for the lack of success.  ...

  11. E-Learning using Cyberinfrastructure

    Directory of Open Access Journals (Sweden)

    Jessie J Walker

    2012-06-01

    Full Text Available Cyberinfrastructure has become a major defining force for America, because of its economic, social, and national importance. Over the last two decades, scientists within all sectors of Science, Technology, Engineering and Mathematics (STEM have witnessed an explosive rise of cyberinfrastructure as a research tool; universities are utilizing this infrastructure and its applications as an integral part of scientific education. The Arkansas Minority Cyberinfrastructure Training, Education Consortium (AMC-TEC, is a unique interdisciplinary cyberinfrastructure (CI educational community within Arkansas to educate a majority minority student population, and faculty in cyberinfrastructure-oriented concepts, theories, practices, and principles within STEM at teaching-oriented Historically Black Colleges and Universities (HBCUs. The project focuses on developing the capacity of these institutions within three core areas as they relate to cyberinfrastructure e-learning resources, (1 institutional faculty development (2 tangible cyber-based student activities (3 CI curriculum enhancement. This paper presents some of the strategies that have been successfully deployed by the universities involved in the project to institutionalize a renaissance in STEM education, e-learning at student-focused universities, through the sharing of resources and expertise to transform STEM education and research by injecting in cyberinfrastructure resources.

  12. E-learning materials in mathematics education

    OpenAIRE

    Fajfar, Tina

    2012-01-01

    When studying mathematics, most pupils and students need mathematical tools, along with the teachers' explanation. The updated curriculum for mathematics in primary and secondary education also recommends using materials connected to information and communication technology. Although e-learning materials are not directly mentioned in a curricula as a tool for learning mathematics, they should, nevertheless, be considered as a tool which can be used in a class with the help of a teacher or ind...

  13. PACS infrastructure supporting e-learning

    International Nuclear Information System (INIS)

    Mildenberger, Peter; Brueggemann, Kerstin; Roesner, Freya; Koch, Katja; Ahlers, Christopher

    2011-01-01

    Digital imaging is becoming predominant in radiology. This has implications for teaching support, because conventional film-based concepts are now obsolete. The IHE Teaching File and Clinical Study Export (TCE) profile provides an excellent platform to enhance PACS infrastructure with educational functionality. This can be supplemented with dedicated e-learning tools.

  14. PACS infrastructure supporting e-learning

    Energy Technology Data Exchange (ETDEWEB)

    Mildenberger, Peter, E-mail: milden@radiologie.klinik.uni-mainz.de [University Medicine Mainz, Johannes Gutenberg-University Mainz, Langenbeckstr 1, Mainz (Germany); Brueggemann, Kerstin; Roesner, Freya; Koch, Katja; Ahlers, Christopher [University Medicine Mainz, Johannes Gutenberg-University Mainz, Langenbeckstr 1, Mainz (Germany)

    2011-05-15

    Digital imaging is becoming predominant in radiology. This has implications for teaching support, because conventional film-based concepts are now obsolete. The IHE Teaching File and Clinical Study Export (TCE) profile provides an excellent platform to enhance PACS infrastructure with educational functionality. This can be supplemented with dedicated e-learning tools.

  15. A Personalized e-Learning Framework

    Science.gov (United States)

    Alhawiti, Mohammed M.; Abdelhamid, Yasser

    2017-01-01

    With the advent of web based learning and content management tools, e-learning has become a matured learning paradigm, and changed the trend of instructional design from instructor centric learning paradigm to learner centric approach, and evolved from "one instructional design for many learners" to "one design for one learner"…

  16. E-learning myths

    Directory of Open Access Journals (Sweden)

    Andrés GARCÍA MANZANO

    2016-05-01

    Full Text Available In recent years numerous educational proposals have arisen about the application of the I.C.T. to almost all the teaching aspects, especially the platforms of e-learning the ones that more expectations are raising between the different administrations and not few professionals of the education. In the imaginary one of Internet, numerous concepts appear like ubiquity, self-learning, simulation, individualized management of the knowledge and interactiveness, that the on-line education has appropriated them until confirming a false educational paradigm in which the roles of teachers and students are relaxed and diluted, and finally they are interchangeable and, sometimes, without meaning. As we can see in this article, is a matter of groundless extrapolations that, in not few moments, they conduct to a series of false “myths” about the should be of education.

  17. Effective e-Learning by Thoughtful Design

    Directory of Open Access Journals (Sweden)

    Gordon Joyes

    2009-11-01

    Full Text Available This paper provides an insight into an e-learning design approach that has been used by the author in a wide range of contexts in Higher Education as part of an ongoing enquiry into transforming online teaching and learning within sustainable 'real' courses. A key driver has been the need to engage learners in Higher Education in moving from consumers to producers of knowledge and to engage in communities of practice through the use of online tools for learning. These developments use an analytic framework to support thoughtful e-learning design and insights into the way his framework has been applied are presented through a number of case studies. This work is shaping Web2.0 technologies to match a learning rather than a social agenda by casting them in particular learning activities within specific contexts for particular learning purposes.Keywords: e-learning, activity theory

  18. E-learn Computed Tomographic Angiography

    DEFF Research Database (Denmark)

    Havsteen, Inger; Christensen, Anders; Nielsen, Jens K

    2012-01-01

    BACKGROUND: Computed tomographic angiography (CTA) is widely available in emergency rooms to assess acute stroke patients. To standardize readings and educate new readers, we developed a 3-step e-learning tool based on the test-teach-retest methodology in 2 acute stroke scenarios: vascular...... occlusion and "spot sign" in acute intracerebral hemorrhage. We hypothesized that an e-learning program enhances reading skills in physicians of varying experience. METHODS: We developed an HTML-based program with a teaching segment and 2 matching test segments. Tests were taken before and after...... sign correctly 69% before versus 92% after teaching (P = .009) and reported a median self-perceived diagnostic certainty of 50% versus 75% (P = .030). Self-perceived diagnostic certainty revealed no significant increase for vascular occlusion. CONCLUSIONS: The e-learning program is a useful educational...

  19. Investigating Possibilities for E-Learning

    DEFF Research Database (Denmark)

    Ørngreen, Rikke; Nielsen, Janni; Tweddell Levinsen, Karin

    2004-01-01

    of and with theLundbeck Institute, human computer interaction issues as well as the first designideas are disseminated. As such the report does not provide a thorough frame ofreferences within the HCI-area (Human Computer Interaction) and e-learning area,as these are seen as implicit for the understanding...... process in the pre-phase and among thepartners, also clarifying how we found the focus areas of the pre-phase, known as theproject map (in section 1.1). The next chapter (chapter 0) provides a detailed accountof the pre-phase project results, taking a holistic view to the e-learning project...... at the Lundbeck Institute, investigating the current activities, the lessons learnedwithin Continuing Medical Education (CME), the visions of e-learning and thepeople it is targeted at. Chapter 4 and 5 provides the more external perspectivesbeing based on investigations of learning models and pedagogical tools...

  20. E-learning in sexuality education.

    Science.gov (United States)

    Weerakoon, Patricia

    2003-01-01

    The use of computers in learning and communication is not new to health professional education. However, the rapid developments in technology and the increasing competence of students in computer- and web-based learning make the need for health professional education to take the next step to e-learning a necessity rather than a choice. This paper describes an e-learning unit in sexuality developed in response to a felt need for a flexible online unit in the topic. The use of online tools for e-learning in sexuality are discussed and course evaluation presented. The need for a strong pedagogic model and the careful development of learning activities to utilize the facilities available for assessment, feedback and especially synchronous and asynchronous communication are discussed as they apply to the sexuality unit.

  1. A Pilot Study on the Effects of Transcranial Direct Current Stimulation on Brain Rhythms and Entropy during Self-Paced Finger Movement using the Epoc Helmet

    Directory of Open Access Journals (Sweden)

    Mario U. Manto

    2017-04-01

    Full Text Available Transcranial direct current stimulation (tDCS of the cerebellum is emerging as a novel non-invasive tool to modulate the activity of the cerebellar circuitry. In a single blinded study, we applied anodal tDCS (atDCS of the cerebellum to assess its effects on brain entropy and brain rhythms during self-paced sequential finger movements in a group of healthy volunteers. Although wearable electroencephalogram (EEG systems cannot compete with traditional clinical/laboratory set-ups in terms of accuracy and channel density, they have now reached a sufficient maturity to envision daily life applications. Therefore, the EEG was recorded with a comfortable and easy to wear 14 channels wireless helmet (Epoc headset; electrode location was based on the 10–20 system. Cerebellar neurostimulation modified brain rhythmicity with a decrease in the delta band (electrode F3 and T8, p < 0.05. By contrast, our study did not show any significant change in entropy ratios and laterality coefficients (LC after atDCS of the cerebellum in the 14 channels. The cerebellum is heavily connected with the cerebral cortex including the frontal lobes and parietal lobes via the cerebello-thalamo-cortical pathway. We propose that the effects of anodal stimulation of the cerebellar cortex upon cerebral cortical rhythms are mediated by this key-pathway. Additional studies using high-density EEG recordings and behavioral correlates are now required to confirm our findings, especially given the limited coverage of Epoc headset.

  2. Application of decision-making theory to the regulation of muscular work rate during self-paced competitive endurance activity.

    Science.gov (United States)

    Renfree, Andrew; Martin, Louise; Micklewright, Dominic; St Clair Gibson, Alan

    2014-02-01

    Successful participation in competitive endurance activities requires continual regulation of muscular work rate in order to maximise physiological performance capacities, meaning that individuals must make numerous decisions with regards to the muscular work rate selected at any point in time. Decisions relating to the setting of appropriate goals and the overall strategic approach to be utilised are made prior to the commencement of an event, whereas tactical decisions are made during the event itself. This review examines current theories of decision-making in an attempt to explain the manner in which regulation of muscular work is achieved during athletic activity. We describe rational and heuristic theories, and relate these to current models of regulatory processes during self-paced exercise in an attempt to explain observations made in both laboratory and competitive environments. Additionally, we use rational and heuristic theories in an attempt to explain the influence of the presence of direct competitors on the quality of the decisions made during these activities. We hypothesise that although both rational and heuristic models can plausibly explain many observed behaviours in competitive endurance activities, the complexity of the environment in which such activities occur would imply that effective rational decision-making is unlikely. However, at present, many proposed models of the regulatory process share similarities with rational models. We suggest enhanced understanding of the decision-making process during self-paced activities is crucial in order to improve the ability to understand regulation of performance and performance outcomes during athletic activity.

  3. The neural bases of the constructive nature of autobiographical memories studied with a self-paced fMRI design

    Energy Technology Data Exchange (ETDEWEB)

    Botzung, A.; Denkova, E.; Ciuciu, P.; Scheiber, C.; Manning, L. [CNRS, Strasbourg (France)

    2008-07-01

    In Conway and Pleydell-Pearce's model (2000), autobiographical memories are viewed as transitory mental representations, more often generated in an effort-full way. An important claim of the model concerns the dynamic process that evolves over time, from the left prefrontal areas to posterior regions, to retrieve specific memories. The present work aims at investigating, using fMRI, the temporal distribution of effort-full autobiographical memory construction. In addition, a self-paced design was implemented to elucidate the question of the timing window required to evoke recollections. The results showed a large pattern of brain regions, which included the two major poles of activation predicted by Conway and Pleydell-Pearce's model. Likewise, we were able to detect the earlier implication of the left dorso-lateral prefrontal cortex, by comparison with posterior structures, which seemed to confirm its involvement in the effort-full retrieval process. Finally, the self-paced procedure allowed us to refine the timing window necessary to construct past events. (authors)

  4. The neural bases of the constructive nature of autobiographical memories studied with a self-paced fMRI design

    International Nuclear Information System (INIS)

    Botzung, A.; Denkova, E.; Ciuciu, P.; Scheiber, C.; Manning, L.

    2008-01-01

    In Conway and Pleydell-Pearce's model (2000), autobiographical memories are viewed as transitory mental representations, more often generated in an effort-full way. An important claim of the model concerns the dynamic process that evolves over time, from the left prefrontal areas to posterior regions, to retrieve specific memories. The present work aims at investigating, using fMRI, the temporal distribution of effort-full autobiographical memory construction. In addition, a self-paced design was implemented to elucidate the question of the timing window required to evoke recollections. The results showed a large pattern of brain regions, which included the two major poles of activation predicted by Conway and Pleydell-Pearce's model. Likewise, we were able to detect the earlier implication of the left dorso-lateral prefrontal cortex, by comparison with posterior structures, which seemed to confirm its involvement in the effort-full retrieval process. Finally, the self-paced procedure allowed us to refine the timing window necessary to construct past events. (authors)

  5. Young children pause on phrase boundaries in self-paced music listening: The role of harmonic cues.

    Science.gov (United States)

    Kragness, Haley E; Trainor, Laurel J

    2018-05-01

    Proper segmentation of auditory streams is essential for understanding music. Many cues, including meter, melodic contour, and harmony, influence adults' perception of musical phrase boundaries. To date, no studies have examined young children's musical grouping in a production task. We used a musical self-pacing method to investigate (1) whether dwell times index young children's musical phrase grouping and, if so, (2) whether children dwell longer on phrase boundaries defined by harmonic cues specifically. In Experiment 1, we asked 3-year-old children to self-pace through chord progressions from Bach chorales (sequences in which metrical, harmonic, and melodic contour grouping cues aligned) by pressing a computer key to present each chord in the sequence. Participants dwelled longer on chords in the 8th position, which corresponded to phrase endings. In Experiment 2, we tested 3-, 4-, and 7-year-old children's sensitivity to harmonic cues to phrase grouping when metrical regularity cues and melodic contour cues were misaligned with the harmonic phrase boundaries. In this case, 7 and 4 year olds but not 3 year olds dwelled longer on harmonic phrase boundaries, suggesting that the influence of harmonic cues on phrase boundary perception develops substantially between 3 and 4 years of age in Western children. Overall, we show that the musical dwell time method is child-friendly and can be used to investigate various aspects of young children's musical understanding, including phrase grouping and harmonic knowledge. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  6. Whole-body pre-cooling and heat storage during self-paced cycling performance in warm humid conditions.

    Science.gov (United States)

    Kay, D; Taaffe, D R; Marino, F E

    1999-12-01

    The aim of this study was to establish the effect that pre-cooling the skin without a concomitant reduction in core temperature has on subsequent self-paced cycling performance under warm humid (31 degrees C and 60% relative humidity) conditions. Seven moderately trained males performed a 30 min self-paced cycling trial on two separate occasions. The conditions were counterbalanced as control or whole-body pre-cooling by water immersion so that resting skin temperature was reduced by approximately 5-6 degrees C. After pre-cooling, mean skin temperature was lower throughout exercise and rectal temperature was lower (P body sweat fell from 1.7+/-0.1 l x h(-1) to 1.2+/-0.1 l h(-1) (P < 0.05). The distance cycled increased from 14.9+/-0.8 to 15.8+/-0.7 km (P < 0.05) after pre-cooling. The results indicate that skin pre-cooling in the absence of a reduced rectal temperature is effective in reducing thermal strain and increasing the distance cycled in 30 min under warm humid conditions.

  7. Self-paced versus fixed speed walking and the effect of virtual reality in children with cerebral palsy.

    Science.gov (United States)

    Sloot, Lizeth H; Harlaar, Jaap; van der Krogt, Marjolein M

    2015-10-01

    While feedback-controlled treadmills with a virtual reality could potentially offer advantages for clinical gait analysis and training, the effect of self-paced walking and the virtual environment on the gait pattern of children and different patient groups remains unknown. This study examined the effect of self-paced (SP) versus fixed speed (FS) walking and of walking with and without a virtual reality (VR) in 11 typically developing (TD) children and nine children with cerebral palsy (CP). We found that subjects walked in SP mode with twice as much between-stride walking speed variability (pinteraction effects between SP and group (TD versus CP) were found for five out of 33 parameters. This suggests that children with CP might need more time to familiarize to SP walking, however, these differences were generally too small to be clinically relevant. The VR environment did not affect the kinematic or kinetic parameters, but walking with VR was rated as more similar to overground walking by both groups (p=0.02). The results of this study indicate that both SP and FS walking, with and without VR, can be used interchangeably for treadmill-based clinical gait analysis in children with and without CP. Copyright © 2015 Elsevier B.V. All rights reserved.

  8. Self-pacing study of faces of different races: metacognitive control over study does not eliminate the cross-race recognition effect.

    Science.gov (United States)

    Tullis, Jonathan G; Benjamin, Aaron S; Liu, Xiping

    2014-08-01

    People often recognize same-race faces better than other-race faces. This cross-race effect (CRE) has been proposed to arise in part because learners devote fewer cognitive resources to encode faces of social out-groups. In three experiments, we evaluated whether learners' other-race mnemonic deficits are due to "cognitive disregard" during study and whether this disregard is under metacognitive control. Learners studied each face either for as long as they wanted (the self-paced condition) or for the average time taken by a self-paced learner (the fixed-rate condition). Self-paced learners allocated equal amounts of study time to same-race and other-race faces, and having control over study time did not change the size of the CRE. In the second and third experiments, both self-paced and fixed-rate learners were given instructions to "individuate" other-race faces. Individuation instructions caused self-paced learners to allocate more study time to other-race faces, but this did not significantly reduce the size of the CRE, even for learners who reported extensive contact with other races. We propose that the differential processing that people apply to faces of different races and the subsequent other-race mnemonic deficit are not due to learners' strategic cognitive disregard of other-race faces.

  9. E-Learning 2.0: Learning Redefined

    OpenAIRE

    Kumar, Rupesh

    2009-01-01

    The conventional e-learning approach emphasizes a learning system more than a learning environment. While traditional e-learning systems continue to be significant, there is a new set of services emerging, embracing the philosophy of Web 2.0. Known as e-learning 2.0, it aims to create a personalized learning environment. E-learning 2.0 combines the use of discrete but complementary tools and web services to support the creation of ad-hoc learning communities. This paper discusses the influenc...

  10. The Evolution of E-Learning and New Trends

    OpenAIRE

    Bezovski, Zlatko; Poorani, Subitcha

    2016-01-01

    The electronic learning (E-Learning) considered as computer assisted learning has been around since the 1960s but its adoption and popularization mainly started after the popularization of the internet and the web. Since its introduction till present days the e-learning rapidly evolved regarding the technology and the e-learning methods/tools used. Having in mind that it has many benefits for the teacher/instructors from one side and the learners on the other, the e-learning found its applica...

  11. TRAINING OF E-LEARNING MANAGERS: COMPETENCY APPROACH

    Directory of Open Access Journals (Sweden)

    Nataliia V. Morze

    2017-09-01

    Full Text Available The article analyzes the competencies necessary for the successful professional activity of e-learning managers. The content of the professional qualification "e-learning manager" is revealed. The model of competency system of the e-learning manager is offered. The model, which defines the content, forms, methods and means of training, tools and indicators for assessing the results of training e-learning managers by levels, is substantiated. Examples of competency tasks for forming of professional competencies in innovative teaching methods and technologies, Web 2.0 services, e-learning expertise, e-environment design, IT infrastructure management, and the development of Soft skills are presented. It is proposed to solve the problem of training specialists who will be able not only to use ICT in educational activities, but also to master the competencies of e-learning management.

  12. Learning e-Learning

    Directory of Open Access Journals (Sweden)

    Gabriel ZAMFIR

    2009-01-01

    Full Text Available What You Understand Is What Your Cognitive Integrates. Scientific research develops, as a native environment, knowledge. This environment consists of two interdependent divisions: theory and technology. First division occurs as a recursive research, while the second one becomes an application of the research activity. Over time, theories integrate methodologies and technology extends as infrastructure. The engine of this environment is learning, as the human activity of knowledge work. The threshold term of this model is the concepts map; it is based on Bloom’ taxonomy for the cognitive domain and highlights the notion of software scaffolding which is grounded in Vygotsky’s Social Development Theory with its major theme, Zone of Proximal Development. This article is designed as a conceptual paper, which analyzes specific structures of this type of educational research: the model reflects a foundation for a theory and finally, the theory evolves as groundwork for a system. The outcomes of this kind of approach are the examples, which are, theoretically, learning outcomes, and practically exist as educational objects, so-called e-learning.

  13. eLearning-radiology.com. Sustainability for quality assurance

    International Nuclear Information System (INIS)

    Ketelsen, D.; Talanow, R.; Uder, M.; Grunewald, M.

    2009-01-01

    Purpose: The aim of the study was to analyze the availability of published radiological e-learning tools and to establish a solution for quality assurance. Materials and Methods: Substantial pubmed research was performed to identify radiological e-learning tools. 181 e-learning programs were selected. As examples two databases expanding their programs with external links, Compare (n = 435 external links) and TNT-Radiology (n = 1078 external links), were evaluated. A concept for quality assurance was developed by an international taskforce. Results: At the time of assessment, 56.4 % (102/181) of the investigated e-learning tools were accessible at their original URL. A subgroup analysis of programs published 5 to 8 years ago showed significantly inferior availability to programs published 3 to 5 years ago (p < 0.01). The analysis of external links showed 49.2 % and 61.0 % accessible links for the programs Compare (published 2003) and TNT-Radiology (published 2006), respectively. As a consequence, the domain www.eLearning-radiology.com was developed by the taskforce and published online. This tool allows authors to present their programs and users to evaluate the e-learning tools depending on several criteria in order to remove inoperable links and to obtain information about the complexity and quality of the e-learning tools. (orig.)

  14. Quality in e-learning

    DEFF Research Database (Denmark)

    Masoumi, Davoud; Lindstrom, Berner

    2012-01-01

    With the growing demand for e-learning along with striving for excellence associated with globalization, there are worldwide calls for enhancing and assuring quality in e-learning, specifically in the context of the developing countries. Such calls for quality enhancement, accountability, added v...

  15. eLearning-radiology.com. Sustainability for quality assurance; eLearning-radiology.com. Nachhaltigkeit im Sinne der Qualitaetssicherung

    Energy Technology Data Exchange (ETDEWEB)

    Ketelsen, D. [Tuebingen Univ. (Germany). Abt. fuer Diagnostische und Interventionelle Radiologie; Talanow, R. [Cleveland Clinic, Cleveland, OH (United States). Abt. fuer Nuklearmedizin; Uder, M. [Erlangen-Nuernberg Univ. (Germany). Inst. fuer Diagnostische Radiologie; Grunewald, M. [Erlangen-Nuernberg Univ. (Germany). Nuklearmedizinische Klinik

    2009-04-15

    Purpose: The aim of the study was to analyze the availability of published radiological e-learning tools and to establish a solution for quality assurance. Materials and Methods: Substantial pubmed research was performed to identify radiological e-learning tools. 181 e-learning programs were selected. As examples two databases expanding their programs with external links, Compare (n = 435 external links) and TNT-Radiology (n = 1078 external links), were evaluated. A concept for quality assurance was developed by an international taskforce. Results: At the time of assessment, 56.4 % (102/181) of the investigated e-learning tools were accessible at their original URL. A subgroup analysis of programs published 5 to 8 years ago showed significantly inferior availability to programs published 3 to 5 years ago (p < 0.01). The analysis of external links showed 49.2 % and 61.0 % accessible links for the programs Compare (published 2003) and TNT-Radiology (published 2006), respectively. As a consequence, the domain www.eLearning-radiology.com was developed by the taskforce and published online. This tool allows authors to present their programs and users to evaluate the e-learning tools depending on several criteria in order to remove inoperable links and to obtain information about the complexity and quality of the e-learning tools. (orig.)

  16. Approaches to e-learning

    DEFF Research Database (Denmark)

    Hartvig, Susanne Akrawi; Petersson, Eva

    2013-01-01

    E-learning has made its entrance into educational institutions. Compared to traditional learning methods, e-learning has the benefit of enabling educational institutions to attract more students. E-learning not only opens up for an increased enrollment, it also gives students who would otherwise...... not be able to take the education to now get the possibility to do so. This paper introduces Axel Honneth’s theory on the need for recognition as a framework to understand the role and function of interaction in relation to e-learning. The paper argues that an increased focus on the dialectic relationship...... between recognition and learning will enable an optimization of the learning conditions and the interactive affordances targeting students under e-learning programs. The paper concludes that the engagement and motivation to learn are not only influenced by but depending on recognition....

  17. An e-learning application on electrochemotherapy

    Directory of Open Access Journals (Sweden)

    Bester Janez

    2009-10-01

    application we explain basic principles of electroporation process. The second part provides educational content about importance of modelling and visualization of local electric field in electroporation-based treatments. In the third part we developed an interactive module for visualization of local electric field distribution in 3D tissue models of cutaneous tumors for different parameters such as voltage applied, distance between electrodes, electrode dimension and shape, tissue geometry and electric conductivity. The pedagogical efficiency assessment showed that the participants improved their level of knowledge. The results of usability evaluation revealed that participants found the application simple to learn, use and navigate. The participants also found the information provided by the application easy to understand. Conclusion The e-learning application we present in this article provides educational material on electrochemotherapy and its underlying principles such as cell and tissue electroporation. The e-learning application is developed to provide an interactive educational content in order to simulate the "hands-on" learning approach about the parameters being important for successful therapy. The e-learning application together with the interactive e-learning environment is available to the users to provide collaborative and flexible learning in order to facilitate knowledge exchange among the experts from different scientific fields that are involved in electrochemotherapy. The modular structure of the application allows for upgrade with new educational content collected from the clinics and research, and can be easily adapted to serve as a collaborative e-learning tool also in other electroporation-based treatments such as gene electrotransfer, gene vaccination, irreversible tissue ablation and transdermal gene and drug delivery. The presented e-learning application provides an easy and rapid approach for information, knowledge and experience exchange among

  18. An e-learning application on electrochemotherapy.

    Science.gov (United States)

    Corovic, Selma; Bester, Janez; Miklavcic, Damijan

    2009-10-20

    electroporation process. The second part provides educational content about importance of modelling and visualization of local electric field in electroporation-based treatments. In the third part we developed an interactive module for visualization of local electric field distribution in 3D tissue models of cutaneous tumors for different parameters such as voltage applied, distance between electrodes, electrode dimension and shape, tissue geometry and electric conductivity. The pedagogical efficiency assessment showed that the participants improved their level of knowledge. The results of usability evaluation revealed that participants found the application simple to learn, use and navigate. The participants also found the information provided by the application easy to understand. The e-learning application we present in this article provides educational material on electrochemotherapy and its underlying principles such as cell and tissue electroporation. The e-learning application is developed to provide an interactive educational content in order to simulate the "hands-on" learning approach about the parameters being important for successful therapy. The e-learning application together with the interactive e-learning environment is available to the users to provide collaborative and flexible learning in order to facilitate knowledge exchange among the experts from different scientific fields that are involved in electrochemotherapy. The modular structure of the application allows for upgrade with new educational content collected from the clinics and research, and can be easily adapted to serve as a collaborative e-learning tool also in other electroporation-based treatments such as gene electrotransfer, gene vaccination, irreversible tissue ablation and transdermal gene and drug delivery. The presented e-learning application provides an easy and rapid approach for information, knowledge and experience exchange among the experts from different scientific fields, which can

  19. Self-Paced (Asynchronous BCI Control of a Wheelchair in Virtual Environments: A Case Study with a Tetraplegic

    Directory of Open Access Journals (Sweden)

    Robert Leeb

    2007-09-01

    Full Text Available The aim of the present study was to demonstrate for the first time that brain waves can be used by a tetraplegic to control movements of his wheelchair in virtual reality (VR. In this case study, the spinal cord injured (SCI subject was able to generate bursts of beta oscillations in the electroencephalogram (EEG by imagination of movements of his paralyzed feet. These beta oscillations were used for a self-paced (asynchronous brain-computer interface (BCI control based on a single bipolar EEG recording. The subject was placed inside a virtual street populated with avatars. The task was to “go” from avatar to avatar towards the end of the street, but to stop at each avatar and talk to them. In average, the participant was able to successfully perform this asynchronous experiment with a performance of 90%, single runs up to 100%.

  20. Heat stress exacerbates the reduction in middle cerebral artery blood velocity during prolonged self-paced exercise.

    Science.gov (United States)

    Périard, J D; Racinais, S

    2015-06-01

    This study examined the influence of hyperthermia on middle cerebral artery mean blood velocity (MCA Vmean). Eleven cyclists undertook a 750 kJ self-paced time trial in HOT (35 °C) and COOL (20 °C) conditions. Exercise time was longer in HOT (56 min) compared with COOL (49 min; P blood flow, and heart rate were higher throughout HOT compared with COOL (P blood pressure and oxygen uptake were lower from 50% of work completed onward in HOT compared with COOL (P heat appears to have exacerbated the reduction in MCA Vmean, in part via increases in peripheral blood flow and a decrease in arterial blood pressure. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Neural representation of cost-benefit selections in rat anterior cingulate cortex in self-paced decision making.

    Science.gov (United States)

    Wang, Shuai; Shi, Yi; Li, Bao-Ming

    2017-03-01

    The anterior cingulate cortex (ACC) is crucial for decision making which involves the processing of cost-benefit information. Our previous study has shown that ACC is essential for self-paced decision making. However, it is unclear how ACC neurons represent cost-benefit selections during the decision-making process. In the present study, we trained rats on the same "Do More Get More" (DMGM) task as in our previous work. In each trial, the animals stand upright and perform a sustained nosepoke of their own will to earn a water reward, with the amount of reward positively correlated to the duration of the nosepoke (i.e., longer nosepokes earn larger rewards). We then recorded ACC neuronal activity on well-trained rats while they were performing the DMGM task. Our results show that (1) approximately 3/5 ACC neurons (296/496, 59.7%) exhibited changes in firing frequency that were temporally locked with the main events of the DMGM task; (2) about 1/5 ACC neurons (101/496, 20.4%) or 1/3 of the event-modulated neurons (101/296, 34.1%) showed differential firing rate changes for different cost-benefit selections; and (3) many ACC neurons exhibited linear encoding of the cost-benefit selections in the DMGM task events. These results suggest that ACC neurons are engaged in encoding cost-benefit information, thus represent the selections in self-paced decision making. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. Student-generated e-learning for clinical education.

    Science.gov (United States)

    Isaacs, Alex N; Nisly, Sarah; Walton, Alison

    2017-04-01

    Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

  3. Preparing students for graduate study: an eLearning approach.

    Science.gov (United States)

    Pintz, Christine; Posey, Laurie

    2013-07-01

    This paper describes the development and preliminary evaluation of an eLearning program intended to provide incoming nursing students with the basic knowledge, skills and abilities needed to succeed in graduate-level, online coursework. Using Mayer's principles (2008) for the effective design of multimedia instruction, an open-access, self-directed, online program was developed. The Graduate School Boot Camp includes five online modules focused on learning strategies and time management, academic writing, technology, research, and library skills. To motivate and engage learners, the program integrates a fun, graphical sports theme with audiovisual presentations, examples, demonstrations and practice exercises. Learners begin with a self-assessment based on the Motivated Strategies for Learning Questionnaire or MSLQ (Pintrich et al., 1993). To assess change in knowledge levels before and after completing the program, learners take a pre-test and post-test. Preliminary findings indicate that the students found the information relevant and useful. They enjoyed the self-paced, multimedia format, and liked the option to return to specific content later. This innovative program offers a way to prepare students proactively, and may prove useful in identifying students at risk and connecting them with the appropriate resources to facilitate successful program completion. Copyright © 2012 Elsevier Ltd. All rights reserved.

  4. E-learning and education in radiology

    International Nuclear Information System (INIS)

    Pinto, Antonio; Brunese, Luca; Pinto, Fabio; Acampora, Ciro; Romano, Luigia

    2011-01-01

    Purpose: To evaluate current applications of e-learning in radiology. Material and methods: A Medline search was performed using PubMed (National Library of Medicine, Bethesda, MD) for publications discussing the applications of e-learning in radiology. The search strategy employed a single combination of the following terms: (1) e-learning, and (2) education and (3) radiology. This review was limited to human studies and to English-language literature. We reviewed all the titles and subsequent the abstract of 29 articles that appeared pertinent. Additional articles were identified by reviewing the reference lists of relevant papers. Finally, the full text of 38 selected articles was reviewed. Results: Literature data shows that with the constant development of technology and global spread of computer networks, in particular of the Internet, the integration of multimedia and interactivity introduced into electronic publishing has allowed the creation of multimedia applications that provide valuable support for medical teaching and continuing medical education, specifically for radiology. Such technologies are valuable tools for collaboration, interactivity, simulation, and self-testing. However, not everything on the World Wide Web is useful, accurate, or beneficial: the quality and veracity of medical information on the World Wide Web is variable and much time can be wasted as many websites do not meet basic publication standards. Conclusion: E-learning will become an important source of education in radiology.

  5. E-learning and education in radiology.

    Science.gov (United States)

    Pinto, Antonio; Brunese, Luca; Pinto, Fabio; Acampora, Ciro; Romano, Luigia

    2011-06-01

    To evaluate current applications of e-learning in radiology. A Medline search was performed using PubMed (National Library of Medicine, Bethesda, MD) for publications discussing the applications of e-learning in radiology. The search strategy employed a single combination of the following terms: (1) e-learning, and (2) education and (3) radiology. This review was limited to human studies and to English-language literature. We reviewed all the titles and subsequent the abstract of 29 articles that appeared pertinent. Additional articles were identified by reviewing the reference lists of relevant papers. Finally, the full text of 38 selected articles was reviewed. Literature data shows that with the constant development of technology and global spread of computer networks, in particular of the Internet, the integration of multimedia and interactivity introduced into electronic publishing has allowed the creation of multimedia applications that provide valuable support for medical teaching and continuing medical education, specifically for radiology. Such technologies are valuable tools for collaboration, interactivity, simulation, and self-testing. However, not everything on the World Wide Web is useful, accurate, or beneficial: the quality and veracity of medical information on the World Wide Web is variable and much time can be wasted as many websites do not meet basic publication standards. E-learning will become an important source of education in radiology. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  6. E-learning and education in radiology

    Energy Technology Data Exchange (ETDEWEB)

    Pinto, Antonio, E-mail: antopin1968@libero.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy); Brunese, Luca, E-mail: lucabrunese@libero.it [Department of Health Science, Faculty of Medicine and Surgery, University of Molise, I-86100 Campobasso (Italy); Pinto, Fabio, E-mail: fpinto1966@libero.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy); Acampora, Ciro, E-mail: itrasente@libero.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy); Romano, Luigia, E-mail: luigia.romano@fastwebnet.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy)

    2011-06-15

    Purpose: To evaluate current applications of e-learning in radiology. Material and methods: A Medline search was performed using PubMed (National Library of Medicine, Bethesda, MD) for publications discussing the applications of e-learning in radiology. The search strategy employed a single combination of the following terms: (1) e-learning, and (2) education and (3) radiology. This review was limited to human studies and to English-language literature. We reviewed all the titles and subsequent the abstract of 29 articles that appeared pertinent. Additional articles were identified by reviewing the reference lists of relevant papers. Finally, the full text of 38 selected articles was reviewed. Results: Literature data shows that with the constant development of technology and global spread of computer networks, in particular of the Internet, the integration of multimedia and interactivity introduced into electronic publishing has allowed the creation of multimedia applications that provide valuable support for medical teaching and continuing medical education, specifically for radiology. Such technologies are valuable tools for collaboration, interactivity, simulation, and self-testing. However, not everything on the World Wide Web is useful, accurate, or beneficial: the quality and veracity of medical information on the World Wide Web is variable and much time can be wasted as many websites do not meet basic publication standards. Conclusion: E-learning will become an important source of education in radiology.

  7. An analysis of Implementation issues of an e-learning tool in the environment of the Management Marketing and Communication programme

    DEFF Research Database (Denmark)

    Jensen, Nanna Bak; Jensen, Kasper Duus; Schlichter, Bjarne Rerup

    2014-01-01

    of Blackboard in the “Information system for Business” course in the program Management Marketing and Communication (MMC). This article has identified the possible pitfalls of implementing an e-tool in this specific context, and has found that implementing Blackboard in ISB culture was not successful, due...

  8. ENERCA: e-learning platform

    Directory of Open Access Journals (Sweden)

    Patricia Aguilar-Martínez

    2014-12-01

    Full Text Available ENERCA (the European Network for Rare and Congenital Anemias is a European Commission funded project since 2002. Rare anaemias in Europe comprise haemoglobin disorders, such as thalassemias or sickle cell disease, and other rarer disorders, including inherited diseases of the red cell membrane, of the red cell enzymes, as well as anaemias related to disorders of iron metabolism. Education and training on rare anaemias is one of the main objectives of ENERCA and several educational initiatives have been undertaken during the past and present phases of the project. Among these, the organisation of courses for health professionals, the provision of videos with prevention messages for patients and general practitioners were part of the previous phase, ENERCA 3. In the current phase of the ENERCA project, called e-ENERCA, the workpackage dedicated to Education and Training mainly focuses on training of young physicians, biologists or scientists in the field of diagnosis and management of rare anaemias. The specificity of e-ENERCA is to be based principally on new communication e-tool. Two main educational axes will be developed: the organisation of on-site courses including interactive sessions with voting boxes and the implementation of an online e-learning platform.

  9. Self-Paced Segmentation of Written Words on a Touchscreen Tablet Promotes the Oral Production of Nonverbal and Minimally Verbal Children with Autism

    Science.gov (United States)

    Vernay, Frédérique; Kahina, Harma; Thierry, Marrone; Jean-Yves, Roussey

    2017-01-01

    We investigated in a pilot study the effects of various types of visual mediation (photos, written words and self-paced syllabic segmentation of written words displayed on a touchscreen tablet) that are thought to facilitate the oral production of nonverbal and minimally verbal children with autism, according to the participants' level of oral…

  10. How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in primary school children.

    NARCIS (Netherlands)

    van der Schoot, M.; Reijntjes, A.H.A.; van Lieshout, E.C.D.M.

    2012-01-01

    In two experiments, we investigated comprehension monitoring in 10-12 years old children differing in reading comprehension skill. The children's self-paced reading times (Experiment 1) and eye fixations and regressions (Experiment 2) were measured as they read narrative texts in which an action of

  11. Comparing the Effectiveness of Self-Paced and Collaborative Frame-of-Reference Training on Rater Accuracy in a Large-Scale Writing Assessment

    Science.gov (United States)

    Raczynski, Kevin R.; Cohen, Allan S.; Engelhard, George, Jr.; Lu, Zhenqiu

    2015-01-01

    There is a large body of research on the effectiveness of rater training methods in the industrial and organizational psychology literature. Less has been reported in the measurement literature on large-scale writing assessments. This study compared the effectiveness of two widely used rater training methods--self-paced and collaborative…

  12. Modern technologies of e-learning

    Directory of Open Access Journals (Sweden)

    G. A. gyzy Mamedova

    2017-01-01

    Full Text Available E-learning constitutes a significant competition to traditional education in many countries and has become a major tool for the modernization of education and economic growth. For the development and implementation of successful e-learning systems, we need technologies that allow working with them for any number of users, providing a good learning environment. The article provides an overview of the technologies used in foreign universities for managing e-learning, such as 3D technologies in training programs, interactive technologies, personalization of learning using cloud computing and big data technologies. It is shown that today quite a large number of software and hardware development was created and introduced, implementing various mechanisms of introducing information technologies in the educational process. One of such developments is the use of adaptive technologies in the learning process, allowing the student to adapt to the training material, choose the suitable method of mastering the material, and adjust the intensity of training at different stages of the learning process. Another development of information technologies in education is the use of cloud computing, allowing access to educational resources for teachers, students, and managers of the education system. It was revealed that the use of cloud technologies leads to a significant decrease in material costs for the purchase of expensive equipment and software, educational content from the cloud can be accessed from any device (laptop, smartphone, tablet, etc. and at a convenient time for the learner, it is enough to have Internet connection and a browser. In the e-learning environment, there are many different types of data, both structured and unstructured, processing of which is difficult to implement using traditional statistical methods. For the processing of such data technologies of processing big data are used such as NoSQL and Hadoop. The article shows that the

  13. Agents in E-learning

    Directory of Open Access Journals (Sweden)

    S. Mencke

    2007-12-01

    Full Text Available This paper presents a framework to describe thecrossover domain of e-learning and agent technology.Furthermore it is used to classify existing work and possiblestarting points for the future development of agenttechniques and technologies order to enhance theperformance and the effectiveness of several aspects of elearningsystems. Agents are not a new concept but their usein the field of e-learning constitutes a basis for consequentialadvances.

  14. The utility of adaptive eLearning in cervical cytopathology education.

    Science.gov (United States)

    Samulski, T Danielle; Taylor, Laura A; La, Teresa; Mehr, Chelsea R; McGrath, Cindy M; Wu, Roseann I

    2018-02-01

    Adaptive eLearning allows students to experience a self-paced, individualized curriculum based on prior knowledge and learning ability. The authors investigated the effectiveness of adaptive online modules in teaching cervical cytopathology. eLearning modules were created that covered basic concepts in cervical cytopathology, including artifacts and infections, squamous lesions (SL), and glandular lesions (GL). The modules used student responses to individualize the educational curriculum and provide real-time feedback. Pathology trainees and faculty from the authors' institution were randomized into 2 groups (SL or GL), and identical pre-tests and post-tests were used to compare the efficacy of eLearning modules versus traditional study methods (textbooks and slide sets). User experience was assessed with a Likert scale and free-text responses. Sixteen of 17 participants completed the SL module, and 19 of 19 completed the GL module. Participants in both groups had improved post-test scores for content in the adaptive eLearning module. Users indicated that the module was effective in presenting content and concepts (Likert scale [from 1 to 5], 4.3 of 5.0), was an efficient and convenient way to review the material (Likert scale, 4.4 of 5.0), and was more engaging than lectures and texts (Likert scale, 4.6 of 5.0). Users favored the immediate feedback and interactivity of the module. Limitations included the inability to review prior content and slow upload time for images. Learners demonstrated improvement in their knowledge after the use of adaptive eLearning modules compared with traditional methods. Overall, the modules were viewed positively by participants. Adaptive eLearning modules can provide an engaging and effective adjunct to traditional teaching methods in cervical cytopathology. Cancer Cytopathol 2018;126:129-35. © 2017 American Cancer Society. © 2017 American Cancer Society.

  15. Critical Success Factors for E-Learning Acceptance: Confirmatory Factor Models

    Science.gov (United States)

    Selim, Hassan M.

    2007-01-01

    E-learning, one of the tools emerged from information technology, has been integrated in many university programs. There are several factors that need to be considered while developing or implementing university curriculums that offer e-learning based courses. This paper is intended to specify e-learning critical success factors (CSFs) as…

  16. New Forms of Electronic Tools in the Information and Communication, Used for Creating the European Higher Education Area and in e-Learning Development

    Directory of Open Access Journals (Sweden)

    Monika Krakowska

    2008-06-01

    Full Text Available The article is on the issues of using new ICT tools in the European educational area and carrying joint research works. The subject of the research were the forms of the traditional and electronic communication used within the virtual HERN organisation - Higher Education of Network Reforms – established by representatives of the academic circles as well as decision-makers. Special attention was paid to the e-forum. Also, the role of the moderator was analysed with reference to the e-forum. The author tried to determine the reason for low attendance during the e-argument. A method of analysis of documents and participating observation was applied. A technique of the questionnaire form and a method of case study were used to examine a group of HERN users. Results demonstrated that partners were becoming more involved in forms of face-to-face communication, such as conferences, than into forms of electronic communication. The most important barriers in the e-communication that have been determined included technical, linguistic and time-related problems.

  17. eLearning resources to supplement postgraduate neurosurgery training.

    Science.gov (United States)

    Stienen, Martin N; Schaller, Karl; Cock, Hannah; Lisnic, Vitalie; Regli, Luca; Thomson, Simon

    2017-02-01

    In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. A MEDLINE query was performed, using the search term "electronic AND learning AND neurosurgery". Only peer-reviewed English-language articles on the use of any means of eLearning to improve theoretical knowledge in postgraduate neurosurgical training were included. Reference lists were crosschecked for further relevant articles. Captured parameters were the year, country of origin, method of eLearning reported, and type of article, as well as its conclusion. eLearning resources were additionally searched for using Google. Of n = 301 identified articles by the MEDLINE search, n = 43 articles were analysed in detail. Applying defined criteria, n = 28 articles were excluded and n = 15 included. Most articles were generated within this decade, with groups from the USA, the UK and India having a leadership role. The majority of articles reviewed existing eLearning resources, others reported on the concept, development and use of generated eLearning resources. There was no article that scientifically assessed the effectiveness of eLearning resources (against traditional learning methods) in terms of efficacy or costs. Only one article reported on satisfaction rates with an eLearning tool. All authors of articles dealing with eLearning and the use of new media in neurosurgery uniformly agreed on its great potential and increasing future use, but most also highlighted some weaknesses and possible dangers. This review found only a few articles dealing with the modern aspects of eLearning as an adjunct to postgraduate neurosurgery training. Comprehensive

  18. Project-based faculty development for e-learning.

    Science.gov (United States)

    Vyas, Rashmi; Faith, Minnie; Selvakumar, Dhayakani; Pulimood, Anna; Lee, Mary

    2016-12-01

    The Christian Medical College, Vellore, in collaboration with Tufts University, Boston, conducted an advanced workshop in e-learning for medical faculty members in India. E-learning can enhance educational reforms for today's computer-literate generation, and keep faculty members up to speed in a rapidly changing world. The purpose of this paper is to report on the design and evaluation of a project-based faculty member development programme focused on developing faculty members as educators and as peer trainers who can use e-learning for educational reforms. During a 2-day workshop, 29 participants in groups of two or three developed 13 e-learning projects for implementation in their institutions. Evaluation of the workshop was through written feedback from the participants at the end of the workshop and by telephone interview with one participant from each project group at the end of one year. Content analysis of qualitative data was perfomed. The participants reported that they were motivated to implement e-learning projects and recognised the need for and usefulness of e-learning. The majority of projects (10 out of 13) that were implemented 'to some extent' or 'to a great extent' faced challenges with a lack of resources and administrative support, but faculty members were able to overcome them. E-learning can enhance educational reforms for today's computer-literate generation IMPLICATIONS: Designing feasible e-learning projects in small groups and obtaining hands-on experience with e-learning tools enhance the effectiveness of subsequent implementation. To successfully incorporate e-learning when designing educational reforms, faculty member training, continuing support and infrastructure facilities are essential. © 2016 John Wiley & Sons Ltd.

  19. Intra-rater repeatability of gait parameters in healthy adults during self-paced treadmill-based virtual reality walking.

    Science.gov (United States)

    Al-Amri, Mohammad; Al Balushi, Hilal; Mashabi, Abdulrhman

    2017-12-01

    Self-paced treadmill walking is becoming increasingly popular for the gait assessment and re-education, in both research and clinical settings. Its day-to-day repeatability is yet to be established. This study scrutinised the test-retest repeatability of key gait parameters, obtained from the Gait Real-time Analysis Interactive Lab (GRAIL) system. Twenty-three male able-bodied adults (age: 34.56 ± 5.12 years) completed two separate gait assessments on the GRAIL system, separated by 5 ± 3 days. Key gait kinematic, kinetic, and spatial-temporal parameters were analysed. The Intraclass-Correlation Coefficients (ICC), Standard Error Measurement (SEM), Minimum Detectable Change (MDC), and the 95% limits of agreements were calculated to evaluate the repeatability of these gait parameters. Day-to-day agreements were excellent (ICCs > 0.87) for spatial-temporal parameters with low MDC and SEM values, gait performance over time.

  20. Pitch contour impairment in congenital amusia: New insights from the Self-paced Audio-visual Contour Task (SACT.

    Directory of Open Access Journals (Sweden)

    Xuejing Lu

    Full Text Available Individuals with congenital amusia usually exhibit impairments in melodic contour processing when asked to compare pairs of melodies that may or may not be identical to one another. However, it is unclear whether the impairment observed in contour processing is caused by an impairment of pitch discrimination, or is a consequence of poor pitch memory. To help resolve this ambiguity, we designed a novel Self-paced Audio-visual Contour Task (SACT that evaluates sensitivity to contour while placing minimal burden on memory. In this task, participants control the pace of an auditory contour that is simultaneously accompanied by a visual contour, and they are asked to judge whether the two contours are congruent or incongruent. In Experiment 1, melodic contours varying in pitch were presented with a series of dots that varied in spatial height. Amusics exhibited reduced sensitivity to audio-visual congruency in comparison to control participants. To exclude the possibility that the impairment arises from a general deficit in cross-modal mapping, Experiment 2 examined sensitivity to cross-modal mapping for two other auditory dimensions: timbral brightness and loudness. Amusics and controls were significantly more sensitive to large than small contour changes, and to changes in loudness than changes in timbre. However, there were no group differences in cross-modal mapping, suggesting that individuals with congenital amusia can comprehend spatial representations of acoustic information. Taken together, the findings indicate that pitch contour processing in congenital amusia remains impaired even when pitch memory is relatively unburdened.

  1. Toward brain-actuated car applications: Self-paced control with a motor imagery-based brain-computer interface.

    Science.gov (United States)

    Yu, Yang; Zhou, Zongtan; Yin, Erwei; Jiang, Jun; Tang, Jingsheng; Liu, Yadong; Hu, Dewen

    2016-10-01

    This study presented a paradigm for controlling a car using an asynchronous electroencephalogram (EEG)-based brain-computer interface (BCI) and presented the experimental results of a simulation performed in an experimental environment outside the laboratory. This paradigm uses two distinct MI tasks, imaginary left- and right-hand movements, to generate a multi-task car control strategy consisting of starting the engine, moving forward, turning left, turning right, moving backward, and stopping the engine. Five healthy subjects participated in the online car control experiment, and all successfully controlled the car by following a previously outlined route. Subject S1 exhibited the most satisfactory BCI-based performance, which was comparable to the manual control-based performance. We hypothesize that the proposed self-paced car control paradigm based on EEG signals could potentially be used in car control applications, and we provide a complementary or alternative way for individuals with locked-in disorders to achieve more mobility in the future, as well as providing a supplementary car-driving strategy to assist healthy people in driving a car. Copyright © 2016 Elsevier Ltd. All rights reserved.

  2. Pitch contour impairment in congenital amusia: New insights from the Self-paced Audio-visual Contour Task (SACT).

    Science.gov (United States)

    Lu, Xuejing; Sun, Yanan; Ho, Hao Tam; Thompson, William Forde

    2017-01-01

    Individuals with congenital amusia usually exhibit impairments in melodic contour processing when asked to compare pairs of melodies that may or may not be identical to one another. However, it is unclear whether the impairment observed in contour processing is caused by an impairment of pitch discrimination, or is a consequence of poor pitch memory. To help resolve this ambiguity, we designed a novel Self-paced Audio-visual Contour Task (SACT) that evaluates sensitivity to contour while placing minimal burden on memory. In this task, participants control the pace of an auditory contour that is simultaneously accompanied by a visual contour, and they are asked to judge whether the two contours are congruent or incongruent. In Experiment 1, melodic contours varying in pitch were presented with a series of dots that varied in spatial height. Amusics exhibited reduced sensitivity to audio-visual congruency in comparison to control participants. To exclude the possibility that the impairment arises from a general deficit in cross-modal mapping, Experiment 2 examined sensitivity to cross-modal mapping for two other auditory dimensions: timbral brightness and loudness. Amusics and controls were significantly more sensitive to large than small contour changes, and to changes in loudness than changes in timbre. However, there were no group differences in cross-modal mapping, suggesting that individuals with congenital amusia can comprehend spatial representations of acoustic information. Taken together, the findings indicate that pitch contour processing in congenital amusia remains impaired even when pitch memory is relatively unburdened.

  3. E-LEARNING INNOVATIONS IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    NICOLETA GUDANESCU

    2012-05-01

    Full Text Available This scientific work is presenting the ways to do computer assisted education for students, giving the good practice examples, presenting new electronic learning systems, the advantages and limits and to try to emphasize that these days E-learning is one of the most efficient way to reach education at all levels, specially higher education systems. The objectives of this paper are: to explain the contribution of modern technologies and electronic systems to educational processes, to define the concept of technology based learning, to introduce the electronic tools for education, to present good practice examples in implementing E-learning systems in higher education and corporate environment in Romania and last but not least the new electronic learning systems. Introducing the computers and ITC in educational processes facilitates them and makes the educational system modern and efficient. E - learning innovations offers a core group of professional development courses designed to help anyone achieve professional advancement and personal enrichment. The programs are founded on an extensive experience and understanding of technology-based learning environments. They focus on the most current industry practices for various learning environments and best approaches for multiple learning styles. They ensure that the students get the information and skills needed to achieve more in teaching practice and to confidently enter the distance or online classroom.

  4. Syntactic Priming As a Test of Argument Structure: A Self-paced Reading Experiment

    Directory of Open Access Journals (Sweden)

    Isabel Oltra-Massuet

    2017-08-01

    Full Text Available Using data from a behavioral structural priming experiment, we test two competing theoretical approaches to argument structure, which attribute different configurations to (intransitive structures. These approaches make different claims about the relationship between unergatives and transitive structures selecting either a DP complement or a small clause complement in structurally unambiguous sentences, thus making different predictions about priming relations between them. Using statistical tools that combine a factorial 6 × 6 within subjects ANOVA, a mixed effects ANCOVA and a linear mixed effects regression model, we report syntactic priming effects in comprehension, which suggest a stronger predictive contribution of a model that supports an interpretive semantics view of syntax, whereby syntactic structures do not necessarily reflect argument/event structure in semantically unambiguous configurations. They also contribute novel experimental evidence that correlate representational complexity with language processing in the mind and brain. Our study further upholds the validity of combining quantitative methods and theoretical approaches to linguistics for advancing our knowledge of syntactic phenomena.

  5. An e-Learning Theoretical Framework

    Science.gov (United States)

    Aparicio, Manuela; Bacao, Fernando; Oliveira, Tiago

    2016-01-01

    E-learning systems have witnessed a usage and research increase in the past decade. This article presents the e-learning concepts ecosystem. It summarizes the various scopes on e-learning studies. Here we propose an e-learning theoretical framework. This theory framework is based upon three principal dimensions: users, technology, and services…

  6. Trends in e-learning and factors for successful and effective introduction of e-learning in adult education in Slovenia

    Directory of Open Access Journals (Sweden)

    Lea Bregar

    2011-12-01

    Full Text Available E-learning provides a number of advantages for adult education, which derive from its greater flexibility regarding time, space, pace, content and learning methods. Today e-learning manifests itself in a great variety of implementation program- mes, which are based on various teaching models, employ a wide range of technological tools, reflect different roles of educational institutions management and different institutional frameworks. The versatility and the dynamic and complex character of e-learning are the reasons that the basic characteristics of this development are hidden in the multitude of current manifestations, making recognition of key development trends a difficult task. The article deals with the developmental characteristics of e-learning, then analyses the state of adult e-learning in Slovenia, and finally presents the factors which – at the present e-learning level in Slovenia – appear to be decisive for a successful and effective introduction of e-learning in adult education.

  7. E-Learning in Architecture

    DEFF Research Database (Denmark)

    Juvancic, Matevz; Mullins, Michael; Zupancic, Tadeja

    2012-01-01

    the communication abilities of the actors involved, holding their attention, ingraining sustainable principles and getting the messages across the invisible, but perennial expert / non-expert divide. E-learning in and about architecture not only offers opportunities for both sides to learn but also to get to know...

  8. e-Learning Resource Brokers

    NARCIS (Netherlands)

    Retalis, Symeon; Papasalouros, Andreas; Avgeriou, Paris; Siassiakos, Kostas

    2004-01-01

    There is an exponentially increasing demand for provisioning of high-quality learning resources, which is not satisfied by current web technologies and systems. E-Learning Resource Brokers are a potential solution to this problem, as they represent the state-of-the-art in facilitating the exchange

  9. Caka E-Learning Model

    Science.gov (United States)

    Gorsev, Gonca; Turkmen, Ugur; Askin, Cihat

    2017-01-01

    In today's world, in order to obtain the information in education, various approaches, methods and devices have been developed. Like many developing countries, e-learning and distance learning (internet based learning) are used today in many areas of education in Turkey. This research aims to contribute to education systems and develop a…

  10. E-Learning and Joomla

    Science.gov (United States)

    Merino, S.; Martinez, J.; Gutierrez, G.; Galan, J. L.; Rodriguez, P.; Munoz, M. L.; Gonzalez, J. M.; Cordero, P.; Padilla, Y.; Mora, A.; Merida, E.; Rodriguez, F.

    2011-01-01

    For many years, university teaching was based mainly on lectures, but critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation. Nowadays e-learning has become a distance learning paradigm using information technology as the Internet, intranets, emails and multimedia…

  11. E-Learning in Massachusetts

    Science.gov (United States)

    Graziano, April

    2005-01-01

    This document presents some of the many ways schools are using online technologies. The report illustrates how Massachusetts educators are taking advantage of e-learning opportunities to improve student learning. Educators across the state are using online courses and resources, engaging in online events and projects, and showing interest in…

  12. A Robust and Self-Paced BCI System Based on a Four Class SSVEP Paradigm: Algorithms and Protocols for a High-Transfer-Rate Direct Brain Communication

    Directory of Open Access Journals (Sweden)

    Sergio Parini

    2009-01-01

    Full Text Available In this paper, we present, with particular focus on the adopted processing and identification chain and protocol-related solutions, a whole self-paced brain-computer interface system based on a 4-class steady-state visual evoked potentials (SSVEPs paradigm. The proposed system incorporates an automated spatial filtering technique centred on the common spatial patterns (CSPs method, an autoscaled and effective signal features extraction which is used for providing an unsupervised biofeedback, and a robust self-paced classifier based on the discriminant analysis theory. The adopted operating protocol is structured in a screening, training, and testing phase aimed at collecting user-specific information regarding best stimulation frequencies, optimal sources identification, and overall system processing chain calibration in only a few minutes. The system, validated on 11 healthy/pathologic subjects, has proven to be reliable in terms of achievable communication speed (up to 70 bit/min and very robust to false positive identifications.

  13. A delivery mode study: The effect of self-paced video learning on first-year college students' achievement in calculus

    Science.gov (United States)

    Oktaviyanthi, Rina; Herman, Tatang

    2016-10-01

    In this paper, the effect of two different modes of deliver are proposed. The use of self-paced video learning and conventional learning methods in mathematics are compared. The research design classified as a quasi-experiment. The participants were 80 students in the first-year college and divided into two groups. One group as an experiment class received self-paced video learning method and the other group as a control group taught by conventional learning method. Pre and posttest were employed to measure the students' achievement, while questionnaire and interviews were applied to support the pre and posttest data. Statistical analysis included the independent samples t-test showed differences (p Calculus, such as appropriate learning for both audio and visual of students' characteristics, useful to learn Calculus, assisting students to be more engaging and paying attention in learning, helping students in making the concepts of Calculus are visible, interesting media and motivating students to learn independently.

  14. Creating e-learning games with Unity

    CERN Document Server

    Horachek, David

    2014-01-01

    Unity is a fully integrated development engine providing the required functionality to create games and interactive 3D content, while reducing the time, effort, and cost of developing the content. Nowadays, many people have started to use Unity in an eLearning setting as it allows them to create real-world scenarios, or models, for training purposes. With Unity, one can develop video games that are not only fun, but are also effective teaching and learning tools. When properly designed, an engaging game is an ideal platform for the presentation, testing, and application of learning objectives.

  15. e-Learning in Surgical Education: A Systematic Review.

    Science.gov (United States)

    Jayakumar, Nithish; Brunckhorst, Oliver; Dasgupta, Prokar; Khan, Muhammad Shamim; Ahmed, Kamran

    2015-01-01

    e-Learning involves the delivery of educational content through web-based methods. Owing to work-hour restrictions and changing practice patterns in surgery, e-learning can offer an effective alternative to traditional teaching. Our aims were to (1) identify current modalities of e-learning, (2) assess the efficacy of e-learning as an intervention in surgical education through a systematic review of the literature, and (3) discuss the relevance of e-learning as an educational tool in surgical education. This is the first such systematic review in this field. A systematic search of MEDLINE and EMBASE was conducted for relevant articles published until July 2014, using a predefined search strategy. The database search was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 38 articles were found which met the inclusion criteria. In these studies, e-learning was used as an intervention in 3 different ways: (1) to teach cases through virtual patients (18/38); (2) to teach theoretical knowledge through online tutorials, or other means (18/38); and (3) to teach surgical skills (2/38). Nearly all of the studies reviewed report significant knowledge gain from e-learning; however, 2 in 3 studies did not use a control group. e-Learning has emerged as an effective mode of teaching with particular relevance for surgical education today. Published studies have demonstrated the efficacy of this method; however, future work must involve well-designed randomized controlled trials comparing e-learning against standard teaching. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  16. E-learning paradigmer og e-learning strategiudvikling

    DEFF Research Database (Denmark)

    Duus, Henrik Johannsen

    2003-01-01

    E-learning området er meget varieret hvad angår produkter, holdninger ogmeninger, og indeholder også en del 'støj' og mytedannelser, som afspejles i såvel denakademisk-videnskabelige som den journalistisk-offentlige debat om området. Dennevariation i såvel produkter som udtrykte meninger søges...... systematiseret og ordnet i fireidealtypiske paradigmer. Det vises, hvorledes disse fire paradigmer har hver sinebestemte karakteristika og udviklingsgrænser. Dette har afgørende strategisk betydningfor virksomheders og læreanstalters udvikling af e-learning, idet forkerte paradigmevalgvil hæmme udviklingen....

  17. Representing number in the real-time processing of agreement: Self-paced reading evidence from Arabic

    Directory of Open Access Journals (Sweden)

    Matthew A. Tucker

    2015-04-01

    Full Text Available In the processing of subject-verb agreement, non-subject plural nouns following a singular subject sometimes attract the agreement with the verb, despite not being grammatically licensed to do so. This phenomenon generates agreement errors in production and an increased tendency to fail to notice such errors in comprehension, thereby providing a window into the representation of grammatical number in working memory during sentence processing. Research in this topic, however, is primarily done in related languages with similar agreement systems. In order to increase the cross-linguistic coverage of the processing of agreement, we conducted a self-paced reading study in Modern Standard Arabic. We report robust agreement attraction errors in relative clauses, a configuration not particularly conducive to the generation of such errors for all possible lexicalizations. In particular, we examined the speed with which readers retrieve a subject controller for both grammatical and ungrammatical agreeing verbs in sentences where verbs are preceded by two NPs, one of which is a local non-subject NP that can act as a distractor for the successful resolution of subject-verb agreement. Our results suggest that the frequency of errors is modulated by the kind of plural formation strategy used on the attractor noun: nouns which form plurals by suffixation condition high rates of attraction, whereas nouns which form their plurals by internal vowel change (ablaut generate lower rates of errors and reading-time attraction effects of smaller magnitudes. Furthermore, we show some evidence that these agreement attraction effects are mostly contained in the right tail of reaction time distributions. We also present modeling data in the ACT-R framework which supports a view of these ablauting patterns wherein they are differentially specified for number and evaluate the consequences of possible representations for theories of grammar and parsing.

  18. Logical metonymy resolution in a words-as-cues framework: evidence from self-paced reading and probe recognition.

    Science.gov (United States)

    Zarcone, Alessandra; Padó, Sebastian; Lenci, Alessandro

    2014-06-01

    Logical metonymy resolution (begin a book → begin reading a book or begin writing a book) has traditionally been explained either through complex lexical entries (qualia structures) or through the integration of the implicit event via post-lexical access to world knowledge. We propose that recent work within the words-as-cues paradigm can provide a more dynamic model of logical metonymy, accounting for early and dynamic integration of complex event information depending on previous contextual cues (agent and patient). We first present a self-paced reading experiment on German subordinate sentences, where metonymic sentences and their paraphrased version differ only in the presence or absence of the clause-final target verb (Der Konditor begann die Glasur → Der Konditor begann, die Glasur aufzutragen/The baker began the icing → The baker began spreading the icing). Longer reading times at the target verb position in a high-typicality condition (baker + icing → spread ) compared to a low-typicality (but still plausible) condition (child + icing → spread) suggest that we make use of knowledge activated by lexical cues to build expectations about events. The early and dynamic integration of event knowledge in metonymy interpretation is bolstered by further evidence from a second experiment using the probe recognition paradigm. Presenting covert events as probes following a high-typicality or a low-typicality metonymic sentence (Der Konditor begann die Glasur → AUFTRAGEN/The baker began the icing → SPREAD), we obtain an analogous effect of typicality at 100 ms interstimulus interval. © 2014 Cognitive Science Society, Inc.

  19. The corticospinal responses of metronome-paced, but not self-paced strength training are similar to motor skill training.

    Science.gov (United States)

    Leung, Michael; Rantalainen, Timo; Teo, Wei-Peng; Kidgell, Dawson

    2017-12-01

    The corticospinal responses to skill training may be different to strength training, depending on how the strength training is performed. It was hypothesised that the corticospinal responses would not be different following skill training and metronome-paced strength training (MPST), but would differ when compared with self-paced strength training (SPST). Corticospinal excitability, short-interval intra-cortical inhibition (SICI) and strength and tracking error were measured at baseline and 2 and 4 weeks. Participants (n = 44) were randomly allocated to visuomotor tracking, MPST, SPST or a control group. MPST increased strength by 7 and 18%, whilst SPST increased strength by 12 and 26% following 2 and 4 weeks of strength training. There were no changes in strength following skill training. Skill training reduced tracking error by 47 and 58% at 2 and 4 weeks. There were no changes in tracking error following SPST; however, tracking error reduced by 24% following 4 weeks of MPST. Corticospinal excitability increased by 40% following MPST and by 29% following skill training. There was no change in corticospinal excitability following 4 weeks of SPST. Importantly, the magnitude of change between skill training and MPST was not different. SICI decreased by 41 and 61% following 2 and 4 weeks of MPST, whilst SICI decreased by 41 and 33% following 2 and 4 weeks of skill training. Again, SPST had no effect on SICI at 2 and 4 weeks. There was no difference in the magnitude of SICI reduction between skill training and MPST. This study adds new knowledge regarding the corticospinal responses to skill and MPST, showing they are similar but different when compared with SPST.

  20. Concordance and discordance between two measures of lower extremity function: 400 meter self-paced walk and SPPB.

    Science.gov (United States)

    Sayers, Stephen P; Guralnik, Jack M; Newman, Anne B; Brach, Jennifer S; Fielding, Roger A

    2006-04-01

    The purpose of the study was to assess the concurrent validity of the 400 meter self-paced walk test (400-m W) against the commonly used short physical performance battery (SPPB). A secondary purpose was to determine whether the 400-m W could better discriminate physical performance among high functioning older adults by examining the distribution of 400-m W scores. 101 men and women (80.8+/-0.4 years) were recruited to participate in the study. The 400-mW and SPPB assessed lower extremity function. Lower extremity muscle strength, power, and contraction velocity was assessed using bilateral leg press (LP). Health history was obtained with questionnaire. 400-m W demonstrated moderate correlations with SPPB (Pearson r=0.74; p400-m W performance time (n=20) had more medical conditions (2.8+/-0.4 vs 1.7+/-0.3; p=0.038), more reported falls (0.80+/-0.2 vs 0.19+/-0.1; p=0.016), more medications (3.7+/-0.4 vs 1.8+/-0.4; p=0.001), had lower LP power at 70% of the one repetition maximum (1RM) (336+/-45 W vs 663+/-78 W; p=0.001) and 40% 1RM (329+/-43 W vs 580+/-75 W; p=0.005), and had slower LP contraction velocity at 40% 1RM (77+/-5.5 m/s vs 112+/-8.4 m/s; p=0.001) compared with those below the median (n=16). A substantial number of apparently well functioning older adults demonstrated some limitations in the ability to walk 400 meters. Use of the 400-m W may be justified to obtain information to better discriminate among high functioning elderly.

  1. Evaluating the effectiveness of e-learning for soft skills training

    OpenAIRE

    PESSO, Manon

    2015-01-01

    Thanks to the development of Internet technologies, e-learning platforms became a widespread tool to provide training on both hard and soft skills in a cost-effective way. However, the debate is still ongoing about the efficiency of soft skill e-learning. The goal of this dissertation is thus to evaluate the efficiency of e-learning for soft skills training by studying the case of a French regional bank’s e-learning system. To do this, I analysed the literature on learning, e-learning and tra...

  2. E-learning educational process

    Directory of Open Access Journals (Sweden)

    Leszek Rudak

    2012-06-01

    Full Text Available The e-learning educational process differs fundamentally from the teaching-learning process in the face-to-face teaching. A reason of differences is the nature of the distance education: the teacher cannot observe the student at work. Thus, the natural process of teaching, based on performing particular actions by teacher and students in relays, is disturbed. So, one has to consider the e-learning educational process as two separate sets of actions. The first, strongly regular, consists of teachers operations. The second, unorganized, contains the student activities. In the article some relations between the both structures are investigated. Moreover, some methods of arranging the set of students’ activities to better fit in with the educational goals are provided.

  3. E-learning Nordic 2006

    DEFF Research Database (Denmark)

    Pedersen, Sanya Gertsen

    2006-01-01

    E-learning Nordic 2006 er den første fællesnordiske undersøgelse, som specifikt fokuserer på effekten af it i uddannelsessektoren. Studiet er gennemført i Finland, Sverige, Norge og Danmark og mere end 8000 personer (elever, lærere, forældre og skoleledere i grundskoler og på de gymnasiale...... ungdomsuddannelser) har deltaget. Dette studie giver en række svar på centrale spørgsmål såsom: Hvad har vi fået ud af satsningen på it i uddannelsessektoren indtil nu? Og hvilke udfordringer inden for uddannelsessektoren står de nordiske lande foran i en globaliseret verden? E-learning Nordic 2006 er designet og...

  4. E-learning in business

    OpenAIRE

    Woźniak-Zapór Marta

    2013-01-01

    Training for employees improves work efficiency and for this reason companies should invest in their employees' development. Realising the training necessity is, however, only the beginning. The choice of an appropriate training leaves much doubt. Yet, choosing a method of education is the most difficult part of the process. Apart from traditional training - which is still the most popular one - Internet training gains in popularity. The choice between an e-learning and a traditional training...

  5. E-learning is regaining in importance

    Energy Technology Data Exchange (ETDEWEB)

    Schmidt, T. [LernQuotient, Huerth (Germany)

    2007-07-01

    Today - after its introduction about 10 years ago and a phase of disillusion - companies are now more investing in e-learning. Learning according to previous knowledge and the possibility to teach and circulate knowledge worldwide within a relatively short period of time are considered as advantages. Good e-learning products and qualified mentoring are decisive to make e-learning a success. In numerous case e-learning is the optimum possibility to spread knowledge quickly and sustainably. (orig.)

  6. E-learning, Dual-task, and Cognitive Load: The Anatomy of a Failed Experiment

    Science.gov (United States)

    Van Nuland, Sonya E.; Rogers, Kem A.

    2016-01-01

    The rising popularity of commercial anatomy e-learning tools has been sustained, in part, due to increased annual enrollment and a reduction in laboratory hours across educational institutions. While e-learning tools continue to gain popularity, the research methodologies used to investigate their impact on learning remain imprecise. As new user…

  7. E-Learning in Mongolian Higher Education

    Science.gov (United States)

    Tuul, Suvdmaa; Banzragch, Otgontugs; Saizmaa, Tsogzolmaa

    2016-01-01

    This paper reviews the e-learning course development in selected universities of Mongolia and attempts to classify the e-learning programs that are in practice at the tertiary education level in the country. The given paper uses both secondary and primary sources. The authors determined what factors influence e-learning type classification and how…

  8. E-Learning Approach in Teacher Training

    Science.gov (United States)

    Yucel, Seda A.

    2006-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational…

  9. Globalized E-Learning Cultural Challenges

    Science.gov (United States)

    Edmundson, Andrea, Ed.

    2007-01-01

    "Globalized E-Learning Cultural Challenges" explores the issues educators, administrators, and instructional designers face when transferring knowledge and skills to other cultures through e-learning. Most e-learning courses have been designed in Western cultures, but the largest and fastest-growing consumer groups live in Eastern…

  10. E-Learning: Justifications and Obstacles

    Directory of Open Access Journals (Sweden)

    Ansar Khoury

    2011-09-01

    Full Text Available Many educational institutions have adopted E-Learning system or are thinking to adopt it in their educational systems. As a nearly recent system, many do not know the exact meaning of E-Learning, or why should it be used? After using it, will the institution face any problems? And what are the best solutions for these problems? This paper aims to answer all the above questions. In addition, it discusses the ways to transform traditional learning systems to E-Learning, and how to measure the advantages of this transformation. Finally, the students' views of E-Learning show that they prefer e-learning over traditional system.

  11. E-learning in business

    Directory of Open Access Journals (Sweden)

    Woźniak-Zapór Marta

    2013-01-01

    Full Text Available Training for employees improves work efficiency and for this reason companies should invest in their employees' development. Realising the training necessity is, however, only the beginning. The choice of an appropriate training leaves much doubt. Yet, choosing a method of education is the most difficult part of the process. Apart from traditional training - which is still the most popular one - Internet training gains in popularity. The choice between an e-learning and a traditional training happens to be complicated. It depends on many factors - the size of a company and its needs. A small company that needs a training for a few employees will need completely different solutions from a corporation which, having hundreds or thousands of employees to be trained, may find it beneficial to organise an internal training, information and communication system. This article shows advantages and disadvantages of both traditional and e-learning training, which should be considered by companies choosing methods of their employees' training.

  12. e-Learning Programs as Loyalty Investments for Financial Corporations

    Science.gov (United States)

    Arvanitis, Spyridon

    2010-01-01

    Although e-learning has been thoroughly presented and analysed in recent years, this paper aims to present a new concept, about web-based learning used as a tool to provide "products' education" for customers, and the ways enterprises of the financial sector, may use it in order to promote their brand name and services by affecting crucial factors…

  13. Impact of E-Learning on Teacher Effectiveness

    Science.gov (United States)

    Kumar, Rajesh M.; Krishna Kumar, R.

    2010-01-01

    Technology offers tremendous opportunities for increasing the effectiveness and efficiency of education. Students, faculty and administrators now use technology extensively in their daily activities and have become technologically literate. The trend of using e-learning as learning and teaching tool is now rapidly expanding into education. Many…

  14. E-Learning for Depth in the Semantic Web

    Science.gov (United States)

    Shafrir, Uri; Etkind, Masha

    2006-01-01

    In this paper, we describe concept parsing algorithms, a novel semantic analysis methodology at the core of a new pedagogy that focuses learners attention on deep comprehension of the conceptual content of learned material. Two new e-learning tools are described in some detail: interactive concept discovery learning and meaning equivalence…

  15. e-Learning readiness amongst nursing students at the Durban ...

    African Journals Online (AJOL)

    Marilynne Coopasami

    c Centre for Excellence in Learning and Teaching, ML Sultan Campus, Durban University of Technology, Durban ... education, technological and equipment readiness require attention before it can be ... strategy; consider the benefits and disadvantages of e- ... using an appropriate tool to measure e-Learning readiness has.

  16. Assessment of Emotion States During e-Learning

    NARCIS (Netherlands)

    Rothkrantz, L.J.M.; Datcu, D.

    2010-01-01

    In recent years many systems for distance learning have been developed. Even though students have access to learning material any time and any place, current tools for e-learning still have their limitations. The main shortcoming, compared to real life learning is the limited opportunity for human

  17. E-Learning Revolutionise Education: An Exploratory Study

    Science.gov (United States)

    Gul, Showkeen Bilal Ahmad

    2015-01-01

    The focus of the paper is to explore how e-learning revolutionises education. Education is one domain that has accompanied civilization throughout the centuries, adapting its tools to fulfill the expectations of students and the needs of teachers. One of the basic requirements for education in the 21st century is to prepare populations for…

  18. Computer-facilitated community building for E-learning

    NARCIS (Netherlands)

    Nijholt, Antinus; Petrushin, V.; Kommers, Petrus A.M.; Kinshuk, X.; Galeev, I.

    2002-01-01

    This is a short survey of tools and ideas that are helpful for community building for E-learning. The underlying assumption in the survey is that community building for students and teachers in a joint learning and teaching situation is useful. Especially student-student interaction in student life

  19. Orchestration of Social Modes in e-Learning

    DEFF Research Database (Denmark)

    Weinberger, Armin; Papadopoulos, Pantelis M.

    2016-01-01

    of tools offering possibilities to the teachers, orchestration refers to the purposeful mixture of different aspects of the learning experience, serving a particular set of learning goals. In this paper, we present the current dialogue on e-learning orchestration, identifying the questions and open issues...

  20. Social software: E-learning beyond learning management systems

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2006-01-01

    The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software...... to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning...... activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social...

  1. ETHICAL CHALLENGES OF THE E-LEARNING SYSTEM

    Directory of Open Access Journals (Sweden)

    MARIA CERNAT

    2013-05-01

    Full Text Available This article is the result of a four years teaching experience in one of the largest and controversial Romanian Universities using the E-learning system: Spiru Haret. It is a well-known fact that this was the first Romanian academic institution that used the E-learning techniques in wide and systematic way. Numerous articles appeared in the press in 2009 when the scandal of fake diplomas first started. This article is the perspective of an insider, that is, of someone who taught information and communication techniques in this institution for several years. I consider my experience and my findings to be balanced and objective and I also believe that we have to analyze things in a more profound and rational manner after the 2009 media storm ended. My article provides very useful information in this area since there are no academic articles on the way this Romanian academic institution (misunderstands the power of E-learning tools.

  2. Challenges of Utilizing E-Learning Systems in Public Universities in Jordan

    Directory of Open Access Journals (Sweden)

    Muhannad Anwar Al-Shboul

    2010-06-01

    Full Text Available This research paper lists and discusses major challenges and barriers that may face faculty members at the public universities in Jordan in employing e-Learning systems authoring tools in their instructions. It also proposes several suggestions for the administrators in public universities in Jordan for what they could do to improve the utilization of e-Learning authoring tools at their campuses. E-Learning systems authoring tools allow instructors to easily create and deliver their e-contents and e-lectures. Furthermore, online course materials which uploaded by using such authoring tools could be viewed by any popular web browser system.

  3. Animasi E-learning Pembelajaran Matematika dan Fisika Bagi Siswa Sekolah Menengah Pertama Kelas 1

    OpenAIRE

    Nurcahyani Dewi Retnowati; Mahmuda Ghazni Rahmawan

    2016-01-01

    Learning through the use of animation E-Learning can be a learning tool to teach using electronic applications, media, Internet, Intranet or other computer network media. In addition to computers and Internet networks, which play a role in e-learning is the brainware that is creating content (text, images, video, animation) and user/users of e-learning (teachers and students). It should be noted in making animated e-learning is the content that should be included in accordance with the curric...

  4. E-Learning Systems, Environments and Approaches

    OpenAIRE

    Isaias, P.; Spector, J.M.; Ifenthaler, D.; Sampson, D.G.

    2015-01-01

    The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Par...

  5. Business Models for E-Learning

    OpenAIRE

    Hoppe, Gabriela; Breitner, Michael H.

    2003-01-01

    E(Electronic)-learning becomes more and more important. Reasons are the paramount importance of knowledge, life-time learning, globalization and mobility. Not all providers of e-learning products succeed in closing the gap between production costs and revenues. Especially in the academic sector e-learning projects suffer more and more from decreasing funding. For many currently active research groups it is essential to market their research results, e. g. e-learning applications, in order to ...

  6. Holistic approaches to e-learning accessibility

    OpenAIRE

    Phipps, Lawrie; Kelly, Brian

    2006-01-01

    The importance of accessibility to digital e-learning resources is widely acknowledged. The World Wide Web Consortium Web Accessibility Initiative has played a leading role in promoting the importance of accessibility and developing guidelines that can help when developing accessible web resources. The accessibility of e-learning resources provides additional challenges. While it is important to consider the technical and resource related aspects of e-learning when designing and developing re...

  7. Interoperability in pedagogical e-learning services

    OpenAIRE

    Queirós, Ricardo

    2009-01-01

    The ultimate goal of this research plan is to improve the learning experience of students through the combination of pedagogical eLearning services. Service oriented architectures are already being used in eLearning but in this work the focus is on services of pedagogical value, rather then on generic services adapted from other business systems. This approach to the architecture of eLearning platforms raises challenges addressed by this work, namely: conceptual modeling of the pedagogica...

  8. E-Learning: Future of Education

    OpenAIRE

    SUMIT GOYAL

    2012-01-01

    This paper highlights the significance of E-learning in modern education and discusses its technical aspect, market, pros and cons, comparison with instructor led training and possibility of weather E-learning will replace the old classroom teaching. Presently the concept of E-learning is becoming very popular as the numbers of internet savvy users are increasing. E-learning gives the advantage of 24x7 and 365 days a year round access as compared to Instructor-Led Training, which is one time ...

  9. Assessing students' readiness towards e-learning

    Science.gov (United States)

    Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

    2014-07-01

    The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

  10. E-learning and school development

    DEFF Research Database (Denmark)

    Skov Hansen, Line; Sunnevåg, Anne-Karin; Kostøl, Anne

    2011-01-01

    for Knowledge-Based Educational Practice (CVIPP), Denmark have designed projects for developing competences and training based on “blended learning” concepts. The didactic designs, in all three projects, are based on problem-oriented e-learning modules that are approached in teams. Through learning in teams......, competences are developed together with colleagues. Through e-learning training and development of competences can take place at each school, within the limits and resources available at the school by using e-learning. E-learning can therefore contribute to improved flexibility in human resource development...

  11. Pedagogical quality in e-learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach....... Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design...

  12. E-Learning Approach in Teacher Training

    OpenAIRE

    YUCEL, A. Seda

    2015-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of stu...

  13. Experiences with E-learning in Ophthalmology

    OpenAIRE

    Seema Dutt Bandhu; Swati Raje

    2014-01-01

    Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthal...

  14. Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training)

    OpenAIRE

    Aamir Sarwar; Chitapa Ketavan; Nadeem Shafique Butt

    2015-01-01

    The objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used), options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study con...

  15. Reinventing Papert's Constructionism--Boosting Young Children's Writing Skills with e-Learning Designed for Dyslexics

    Science.gov (United States)

    Levinsen, Karin Tweddell

    2008-01-01

    Since the consent to the Salamanca Statement on special needs education from 1994, e-learning developers have focused on tools aimed to support dyslexic learners. The importance of these efforts is on display every year in the Special Aids exhibition area at the BETT-event in London. ICT and e-learning is now widely used in the special needs…

  16. Beyond blended learning! Undiscovered potentials for e-learning in organizational learning

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian; Kjær, Arne

    2007-01-01

    The basic question raised in this article is: Is pure e-learning able to support learning in organizations better today than 4-5 years ago? Based on two case studies on blended learning courses for company training, the article discusses whether use of new Web 2.0 and social software tools may help...... overcome previous limitations of e-learning....

  17. eLearning and eMaking: 3D Printing Blurring the Digital and the Physical

    Science.gov (United States)

    Loy, Jennifer

    2014-01-01

    This article considers the potential of 3D printing as an eLearning tool for design education and the role of eMaking in bringing together the virtual and the physical in the design studio. eLearning has matured from the basics of lecture capture into sophisticated, interactive learning activities for students. At the same time, laptops and…

  18. Creation of an Integrated Environment to Supply e-Learning Platforms with Office Automation Features

    Science.gov (United States)

    Palumbo, Emilio; Verga, Francesca

    2015-01-01

    Over the last years great efforts have been made within the University environment to implement e-learning technologies in the standard educational practice. These learning technologies distribute online educational multimedia contents through technological platforms. Even though specific e-learning tools for technical disciplines were already…

  19. IAEA eLearning Program: The Use of Radiation Detection Instruments

    International Nuclear Information System (INIS)

    2010-01-01

    This CD-ROM contains a computer based training on Radiation Detection Techniques for Nuclear Security Applications. The IAEA Nuclear Security eLearning tool offers computer based training to Frontline Officers to improve their understanding about key elements of the use of radiation detection instruments. The eLearning program prepares Frontline Officers for the IAEA Detection and Response Frontline Officer course

  20. Organizational Approach to the Ergonomic Examination of E-Learning Modules

    Science.gov (United States)

    Lavrov, Evgeniy; Kupenko, Olena; Lavryk, Tetiana; Barchenko, Natalia

    2013-01-01

    With a significant increase in the number of e-learning resources the issue of quality is of current importance. An analysis of existing scientific and methodological literature shows the variety of approaches, methods and tools to evaluate e-learning materials. This paper proposes an approach based on the procedure for estimating parameters of…

  1. Development of Usability Criteria for E-Learning Content Development Software

    Science.gov (United States)

    Celik, Serkan

    2012-01-01

    Revolutionary advancements have been observed in e-learning technologies though an amalgamated evaluation methodology for new generation e-learning content development tools is not available. The evaluation of educational software for online use must consider its usability and as well as its pedagogic effectiveness. This study is a first step…

  2. Using e-Learning Platforms for Mastery Learning in Developmental Mathematics Courses

    Science.gov (United States)

    Boggs, Stacey; Shore, Mark; Shore, JoAnna

    2004-01-01

    Many colleges and universities have adopted e-learning platforms to utilize computers as an instructional tool in developmental (i.e., beginning and intermediate algebra) mathematics courses. An e-learning platform is a computer program used to enhance course instruction via computers and the Internet. Allegany College of Maryland is currently…

  3. E-Learning as an Effective Interactive Pedagogy in The Teaching of ...

    African Journals Online (AJOL)

    In this paper, I propose the use of E-learning as an effective interactive pedagogical tool in the teaching of Art Education in Nigeria. Discussions on how the electronic media may be effectively utilized in the teaching of art as well as on art education and E-learning were made within the context of this discourse. Electronic ...

  4. Exploring Factors That Influence Adoption of e-Learning within Higher Education

    Science.gov (United States)

    King, Emma; Boyatt, Russell

    2015-01-01

    E-learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e-learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the…

  5. E-learning Platforms and E-learning Students: Building the Bridge to Success

    Directory of Open Access Journals (Sweden)

    Sérgio GONÇALVES

    2013-07-01

    Full Text Available Normal 0 21 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-US;} E-learning platforms are becoming more and more common in education and with organisations. They are seen as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one. In traditional learning, teachers can easily get an insight into how their students work and learn, and how they interact in the classroom. However, in online learning, it is more difficult for teachers to see how individual students behave. Affective states and learning styles are determinant in students’ performance. Together with stress, these are crucial factor to success. It is believed that the sole use of an E-learning platform can in itself be a cause of stress for students. Estimating, in a non-invasive way, such parameters, and taking measures to deal with them, are then the goal of this paper. We do not consider the use of dedicated sensors (invasive such as special gloves or wrist bracelets since we intend not to be dependent on specific hardware and also because we believe that such specific hardware can induce for itself some alteration in the parameters being analysed. Our work focuses on the development of a new module (Dynamic Recognition Module to incorporate in Moodle E-learning platform, to accommodate individualized support to E-learning students.

  6. E-learning Platforms and E-learning Students: Building the Bridge to Success

    Directory of Open Access Journals (Sweden)

    Manuel RODRIGUES

    2012-09-01

    Full Text Available Normal 0 21 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-US;} E-learning platforms are becoming more and more common in education and with organisations. They are seen as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one. In traditional learning, teachers can easily get an insight into how their students work and learn, and how they interact in the classroom. However, in online learning, it is more difficult for teachers to see how individual students behave. Affective states and learning styles are determinant in students’ performance. Together with stress, these are crucial factor to success. It is believed that the sole use of an E-learning platform can in itself be a cause of stress for students. Estimating, in a non-invasive way, such parameters, and taking measures to deal with them, are then the goal of this paper. We do not consider the use of dedicated sensors (invasive such as special gloves or wrist bracelets since we intend not to be dependent on specific hardware and also because we believe that such specific hardware can induce for itself some alteration in the parameters being analysed. Our work focuses on the development of a new module (Dynamic Recognition Module to incorporate in Moodle E-learning platform, to accommodate individualized support to E-learning students.

  7. Experiences with E-learning in Ophthalmology

    Directory of Open Access Journals (Sweden)

    Seema Dutt Bandhu

    2014-01-01

    Full Text Available Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthalmology. The topics were converted to web friendly format and used for teaching and evaluating. Feedback was taken from the students on completion of the term on their attitudes towards e-learning and their views on the scope of e-learning in medical education. Results: All the students agreed on the usefulness of e-learning in medical education. Eleven students (27.5% found the medium of e-learning to be interesting, 15 (37.5% considered it to be easy and accessible, 10 (25% found it to be fast and easy, 4 (10% considered it to be a medium which can give updated information. Twenty-three (57.5% students considered that e-learning should be a medium of instruction in all the subjects, 15 (37.5% students considered its usefulness in clinical subjects only. Twenty-eight students (70% desired that e-learning should be used to provide important notes, questions, MCQs on all topics. Conclusions: E-learning is well accepted as a medium of instruction by medical students.

  8. Making a Case for E - learning: Experiences in E-learning at ...

    African Journals Online (AJOL)

    Making a Case for E - learning: Experiences in E-learning at Langston University ... performances can surpass those of students in traditional learning settings. ... The research method was qualitative based mainly on participatory and ...

  9. Web 2.0 in e-Learning

    Directory of Open Access Journals (Sweden)

    M. Tariq Banday

    2013-10-01

    Full Text Available Web 2.0 tools have created fresh opportunities for governments, education, businesses and individuals to enhance efficiency and improve effectiveness while executing respective professional duties. The key features of these tools include online character and access through a web browser, supportive for open content licenses, open sharing and social interaction, and often free to use or support free features. These have created novel prospects for teachers to combine face-to-face teaching and online materials via social media such as discussion forums, blogs and wikis. The web 2.0 educational design is based on socio-cultural learning theories such as interaction, joint creation of content, critical thinking, learning by doing and collaboration. This paper makes an appraisal of ICT adoption in education, emergence of Web, improvements in Web and its effect on the e-Learning. It explains gradual integration of ICT into education through various stages. The paper presents the content and communication dimensions of e-learning for its classification. It discusses various opportunities created by Web 2.0 tools in education for effective teacher-learner, learner-learner and teacher-teacher communication, interaction and collaboration. It presents various cases and projects involving use of some Web 2.0 tools for enhancing learning. Furthermore, it lists some challenges for successful implementation of e-learning through Web 2.0 tools and discusses some possible solutions for its control.

  10. E-learning in medical education in resource constrained low- and middle-income countries.

    Science.gov (United States)

    Frehywot, Seble; Vovides, Yianna; Talib, Zohray; Mikhail, Nadia; Ross, Heather; Wohltjen, Hannah; Bedada, Selam; Korhumel, Kristine; Koumare, Abdel Karim; Scott, James

    2013-02-04

    In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators "AND" and "OR" to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. E-learning in medical education is a means to an end

  11. E-learning in medical education in resource constrained low- and middle-income countries

    Science.gov (United States)

    2013-01-01

    Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. Conclusions E-learning

  12. E-learning in medical education in resource constrained low- and middle-income countries

    Directory of Open Access Journals (Sweden)

    Frehywot Seble

    2013-02-01

    Full Text Available Abstract Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC, and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles, India (14, Egypt (10 and South Africa (10. While e-learning has been used by a variety of health workers in LMICs, the majority (58% reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles of which computer-assisted learning (CAL comprised the majority (45 articles. Other approaches included simulations and the use of multimedia software (20 articles, web-based learning (14 articles, and eTutor/eMentor programs (3 articles. Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities

  13. Factors Determining e-Learning Service Quality

    Science.gov (United States)

    Uppal, Muhammad Amaad; Ali, Samnan; Gulliver, Stephen R.

    2018-01-01

    e-Learning courses are fast becoming common-place, yet the success of these online courses varies considerably. Since limited research addresses the issue of e-learning quality (ELQ) of service in higher education environments, there is an increasing need to effectively assess ELQ. In this paper, we argue that to obtain a satisfactory e-learning…

  14. Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training

    Directory of Open Access Journals (Sweden)

    Aamir Sarwar

    2015-08-01

    Full Text Available The objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used, options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study conducted in Pakistan. Detailed questionnaire was used to collect the data. Total sample size of 686 includes 331 from manufacturing sector and 355 from services sector. Study revealed that overall eLearning for corporate training partially mediates relationship between eLearning Perception and elearning for stress management. However, in subgroup of manufacturing sector full mediation is observed. eLearning for corporate training partially mediates relationship between eLearning Advantages and Stress management training. Similar partial mediation is observed for subgroups of manufacturing and services sector. However in subgroup of manufacturing sector no mediation was observed.

  15. Document-Oriented E-Learning Components

    Science.gov (United States)

    Piotrowski, Michael

    2009-01-01

    This dissertation questions the common assumption that e-learning requires a "learning management system" (LMS) such as Moodle or Blackboard. Based on an analysis of the current state of the art in LMSs, we come to the conclusion that the functionality of conventional e-learning platforms consists of basic content management and…

  16. E-Learning, Time and Unconscious Thinking

    Science.gov (United States)

    Mathew, David

    2014-01-01

    This article views the temporal dimensions of e-learning through a psychoanalytic lens, and asks the reader to consider links between online learning and psychoanalysis. It argues that time and its associated philosophical puzzles impinge on both psychoanalytic theory and on e-learning at two specific points. The first is in the distinction…

  17. E-learning for Nuclear Newcomers

    International Nuclear Information System (INIS)

    2013-01-01

    We have created an interactive e-learning series explaining the IAEA's Milestones Approach to introducing a nuclear power programme. This approach is based on three phases and covers the 19 infrastructure issues that need to be addressed, and brings decades of expertise to life. Both newcomers and those expanding their nuclear power programmes may benefit from the e-learning series.

  18. Psychology for the Classroom: E-Learning

    Science.gov (United States)

    Woollard, John

    2011-01-01

    "Psychology for the Classroom: E-Learning" is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory…

  19. New e-learning method using databases

    Directory of Open Access Journals (Sweden)

    Andreea IONESCU

    2012-10-01

    Full Text Available The objective of this paper is to present a new e-learning method that use databases. The solution could pe implemented for any typeof e-learning system in any domain. The article will purpose a solution to improve the learning process for virtual classes.

  20. Can E-Learning Change Work Practices?

    Science.gov (United States)

    Noesgaard, Signe Schack

    2016-01-01

    Stand-alone e-learning is unlikely to change work practices. This claim contrasts with a comprehensive body of research arguing that e-learning is at least as effective as face-to-face instruction in improving work performance. Such a comparison is, however, problematic. On the one hand, it relies on the premise that face-to-face instruction is…

  1. Artificial intelligent e-learning architecture

    Science.gov (United States)

    Alharbi, Mafawez; Jemmali, Mahdi

    2017-03-01

    Many institutions and university has forced to use e learning, due to its ability to provide additional and flexible solutions for students and researchers. E-learning In the last decade have transported about the extreme changes in the distribution of education allowing learners to access multimedia course material at any time, from anywhere to suit their specific needs. In the form of e learning, instructors and learners live in different places and they do not engage in a classroom environment, but within virtual universe. Many researches have defined e learning based on their objectives. Therefore, there are small number of e-learning architecture have proposed in the literature. However, the proposed architecture has lack of embedding intelligent system in the architecture of e learning. This research argues that unexplored potential remains, as there is scope for e learning to be intelligent system. This research proposes e-learning architecture that incorporates intelligent system. There are intelligence components, which built into the architecture.

  2. E-Learning in the Corporate University

    Science.gov (United States)

    Homan, Gill; Macpherson, Allan

    2005-01-01

    Purpose: To explore the development of e-learning within the context of corporate universities with the aim of informing the debate on e-learning and establishing key areas of concern for emerging corporate universities. Design/methodology/approach: Three case reviews of large leading edge organizations in different sectors. Findings: Whilst…

  3. A Distributed Intelligent E-Learning System

    Science.gov (United States)

    Kristensen, Terje

    2016-01-01

    An E-learning system based on a multi-agent (MAS) architecture combined with the Dynamic Content Manager (DCM) model of E-learning, is presented. We discuss the benefits of using such a multi-agent architecture. Finally, the MAS architecture is compared with a pure service-oriented architecture (SOA). This MAS architecture may also be used within…

  4. e-Learning Continuance Intention: Moderating Effects of User e-Learning Experience

    Science.gov (United States)

    Lin, Kan-Min

    2011-01-01

    This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The…

  5. The E-Learning Setting Circle: First Steps toward Theory Development in E-Learning Research

    Science.gov (United States)

    Rüth, Marco; Kaspar, Kai

    2017-01-01

    E-learning projects and related research generate an increasing amount of evidence within and across various disciplines and contexts. The field is very heterogeneous as e-learning approaches are often characterized by rather unique combinations of situational factors that guide the design and realization of e-learning in a bottom-up fashion.…

  6. Can E-learning change work practices?

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    2016-01-01

    Stand-alone e-learning is unlikely to change work practices. This claim contrasts with a comprehensive body of research arguing that e-learning is at least as effective as face-to-face instruction in improving work performance. Such a comparison is, however, problematic. On the one hand, it relies...... on the premise that face-to-face instruction is effective in changing work behaviors. This article argues that instruction—whether e-learning, face-to-face, or a blend of both—cannot stand alone. Individualized on-the-job scaffolding of employees is needed for meaningful learning transfer and sustainable...... behavior change to occur. On the other hand, e-learning can be as important as face-to-face instruction in preparing the ground for advancing work practices, when e-learning is designed in acknowledgement of its strength and limitations. In outlining the above arguments, this article contributes a four...

  7. Effectiveness of e-learning in hospitals.

    Science.gov (United States)

    Chuo, Yinghsiang; Liu, Chuangchun; Tsai, Chunghung

    2015-01-01

    Because medical personnel share different work shifts (i.e., three work shifts) and do not have a fixed work schedule, implementing timely, flexible, and quick e-learning methods for their continued education is imperative. Hospitals are currently focusing on developing e-learning. This study aims to explore the key factors that influence the effectiveness of e-learning in medical personnel. This study recruited medical personnel as the study participants and collected sample data by using the questionnaire survey method. This study is based on the information systems success model (IS success model), a significant model in MIS research. This study found that the factors (i.e., information quality, service quality, convenience, and learning climate) influence the e-learning satisfaction and in turn influence effectiveness in medical personnel. This study provided recommendations to medical institutions according to the derived findings, which can be used as a reference when establishing e-learning systems in the future.

  8. Integrated Model for E-Learning Acceptance

    Science.gov (United States)

    Ramadiani; Rodziah, A.; Hasan, S. M.; Rusli, A.; Noraini, C.

    2016-01-01

    E-learning is not going to work if the system is not used in accordance with user needs. User Interface is very important to encourage using the application. Many theories had discuss about user interface usability evaluation and technology acceptance separately, actually why we do not make it correlation between interface usability evaluation and user acceptance to enhance e-learning process. Therefore, the evaluation model for e-learning interface acceptance is considered important to investigate. The aim of this study is to propose the integrated e-learning user interface acceptance evaluation model. This model was combined some theories of e-learning interface measurement such as, user learning style, usability evaluation, and the user benefit. We formulated in constructive questionnaires which were shared at 125 English Language School (ELS) students. This research statistics used Structural Equation Model using LISREL v8.80 and MANOVA analysis.

  9. The effectiveness of e-learning

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack; Ørngreen, Rikke

    2015-01-01

    A structured search of library databases revealed that research examining the effectiveness of e-Learning has heavily increased within the last five years. After taking a closer look at the search results, the authors discovered that previous researchers defined and investigated effectiveness....... The paper answers the following research questions: How is the effectiveness of e-Learning defined? How is the effectiveness of e-Learning measured? What makes e-Learning solutions effective? The authors discovered 19 distinct ways to define effectiveness, the most common of which is ‘learning outcome...... to the findings of the literature study. The study suggests that it is difficult to use e-Learning to improve teaching performance, as participating teachers can apply several strategies to avoid substantially changing their work-related practices. Furthermore, the study shows that only using the fulfilment...

  10. E-learning programs in oncology

    DEFF Research Database (Denmark)

    Degerfält, Jan; Sjöstedt, Staffan; Fransson, Per

    2017-01-01

    BACKGROUND: E-learning is an established concept in oncological education and training. However, there seems to be a scarcity of long-term assessments of E-learning programs in oncology vis-á-vis their structural management and didactic value. This study presents descriptive, nationwide data from...... 2005 to 2014. E-learning oncology programs in chemotherapy, general oncology, pain management, palliative care, psycho-social-oncology, and radiotherapy, were reviewed from our databases. Questionnaires of self-perceived didactic value of the programs were examined 2008-2014. RESULTS: The total number.......6% (MDs: 64.9%; RNs: 66.8%; SHCAs: 77.7%) and as good by 30.6% (MDs: 34.5%; RNs: 32.4%; SHCAs: 21.5%) of the responders. CONCLUSIONS: This descriptive study, performed in a lengthy timeframe, presents high-volume data from multi-professional, oncological E-learning programs. While the E-learning paradigm...

  11. Effects of interventions on normalizing step width during self-paced dual-belt treadmill walking with virtual reality, a randomised controlled trial.

    Science.gov (United States)

    Oude Lansink, I L B; van Kouwenhove, L; Dijkstra, P U; Postema, K; Hijmans, J M

    2017-10-01

    Step width is increased during dual-belt treadmill walking, in self-paced mode with virtual reality. Generally a familiarization period is thought to be necessary to normalize step width. The aim of this randomised study was to analyze the effects of two interventions on step width, to reduce the familiarization period. We used the GRAIL (Gait Real-time Analysis Interactive Lab), a dual-belt treadmill with virtual reality in the self-paced mode. Thirty healthy young adults were randomly allocated to three groups and asked to walk at their preferred speed for 5min. In the first session, the control-group received no intervention, the 'walk-on-the-line'-group was instructed to walk on a line, projected on the between-belt gap of the treadmill and the feedback-group received feedback about their current step width and were asked to reduce it. Interventions started after 1min and lasted 1min. During the second session, 7-10days later, no interventions were given. Linear mixed modeling showed that interventions did not have an effect on step width after the intervention period in session 1. Initial step width (second 30s) of session 1 was larger than initial step width of session 2. Step width normalized after 2min and variation in step width stabilized after 1min. Interventions do not reduce step width after intervention period. A 2-min familiarization period is sufficient to normalize and stabilize step width, in healthy young adults, regardless of interventions. A standardized intervention to normalize step width is not necessary. Copyright © 2017 Elsevier B.V. All rights reserved.

  12. Decreased Number of Self-Paced Saccades in Post-Concussion Syndrome Associated with Higher Symptom Burden and Reduced White Matter Integrity.

    Science.gov (United States)

    Taghdiri, Foad; Chung, Jonathan; Irwin, Samantha; Multani, Namita; Tarazi, Apameh; Ebraheem, Ahmed; Khodadadi, Mozghan; Goswami, Ruma; Wennberg, Richard; Mikulis, David; Green, Robin; Davis, Karen; Tator, Charles; Eizenman, Moshe; Tartaglia, Maria Carmela

    2018-03-01

    The aim of this study was to examine the potential utility of a self-paced saccadic eye movement as a marker of post-concussion syndrome (PCS) and monitoring the recovery from PCS. Fifty-nine persistently symptomatic participants with at least two concussions performed the self-paced saccade (SPS) task. We evaluated the relationships between the number of SPSs and 1) number of self-reported concussion symptoms, and 2) integrity of major white matter (WM) tracts (as measured by fractional anisotropy [FA] and mean diffusivity) that are directly or indirectly involved in saccadic eye movements and often affected by concussion. These tracts included the uncinate fasciculus (UF), cingulum (Cg) and its three subcomponents (subgenual, retrosplenial, and parahippocampal), superior longitudinal fasciculus, and corpus callosum. Mediation analyses were carried out to examine whether specific WM tracts (left UF and left subgenual Cg) mediated the relationship between the number of SPSs and 1) interval from last concussion or 2) total number of self-reported symptoms. The number of SPSs was negatively correlated with the total number of self-reported symptoms (r = -0.419, p = 0.026). The number of SPSs were positively correlated with FA of left UF and left Cg (r = 0.421, p = 0.013 and r = 0.452, p = 0.008; respectively). FA of the subgenual subcomponent of the left Cg partially mediated the relationship between the total number of symptoms and the number of SPSs, while FA of the left UF mediated the relationship between interval from last concussion and the number of SPSs. In conclusion, SPS testing as a fast and objective assessment may reflect symptom burden in patients with PCS. In addition, since the number of SPSs is associated with the integrity of some WM tracts, it may be useful as a diagnostic biomarker in patients with PCS.

  13. E-Learning in postsecondary education.

    Science.gov (United States)

    Bell, Bradford S; Federman, Jessica E

    2013-01-01

    Over the past decade postsecondary education has been moving increasingly from the classroom to online. During the fall 2010 term 31 percent of U.S. college students took at least one online course. The primary reasons for the growth of e-learning in the nation's colleges and universities include the desire of those institutions to generate new revenue streams, improve access, and offer students greater scheduling flexibility. Yet the growth of e-learning has been accompanied by a continuing debate about its effectiveness and by the recognition that a number of barriers impede its widespread adoption in higher education. Through an extensive research review, Bradford Bell and Jessica Federman examine three key issues in the growing use of e-learning in postsecondary education. The first is whether e-learning is as effective as other delivery methods. The debate about the effectiveness of e-learning, the authors say, has been framed in terms of how it compares with other means of delivering instruction, most often traditional instructor-led classroom instruction. Bell and Federman review a number of meta-analyses and other studies that, taken together, show that e-learning produces outcomes equivalent to other delivery media when instructional conditions are held constant. The second issue is what particular features of e-learning influence its effectiveness. Here the authors move beyond the "does it work" question to examine how different instructional features and supports, such as immersion and interactivity, influence the effectiveness of e-learning programs. They review research that shows how these features can be configured to create e-learning programs that help different types of learners acquire different types of knowledge. In addressing the third issue--the barriers to the adoption of e-learning in postsecondary education--Bell and Federman discuss how concerns about fraud and cheating, uncertainties about the cost of e-learning, and the unique

  14. E-learning quality assurance: aspects and criteria of e-learning evaluation

    OpenAIRE

    Al-barakat, Ayman

    2010-01-01

    The field of e-learning quality is a major concern. E-learning quality evaluation not easy mission in e-Learning development, assessment of the product is the final step of the process, and the one that is usually ignored. As e-learning has been developed during the recent years, it became more and more apparent that quality would be one of the most crucial factors for its future. Many studies have been conducted on this issue trying to identify quality for e-learning.

  15. The Importance of Human-Computer Interaction in Radiology E-learning.

    Science.gov (United States)

    den Harder, Annemarie M; Frijlingh, Marissa; Ravesloot, Cécile J; Oosterbaan, Anne E; van der Gijp, Anouk

    2016-04-01

    With the development of cross-sectional imaging techniques and transformation to digital reading of radiological imaging, e-learning might be a promising tool in undergraduate radiology education. In this systematic review of the literature, we evaluate the emergence of image interaction possibilities in radiology e-learning programs and evidence for effects of radiology e-learning on learning outcomes and perspectives of medical students and teachers. A systematic search in PubMed, EMBASE, Cochrane, ERIC, and PsycInfo was performed. Articles were screened by two authors and included when they concerned the evaluation of radiological e-learning tools for undergraduate medical students. Nineteen articles were included. Seven studies evaluated e-learning programs with image interaction possibilities. Students perceived e-learning with image interaction possibilities to be a useful addition to learning with hard copy images and to be effective for learning 3D anatomy. Both e-learning programs with and without image interaction possibilities were found to improve radiological knowledge and skills. In general, students found e-learning programs easy to use, rated image quality high, and found the difficulty level of the courses appropriate. Furthermore, they felt that their knowledge and understanding of radiology improved by using e-learning. In conclusion, the addition of radiology e-learning in undergraduate medical education can improve radiological knowledge and image interpretation skills. Differences between the effect of e-learning with and without image interpretation possibilities on learning outcomes are unknown and should be subject to future research.

  16. Designing effective eLearning for healthcare professionals

    International Nuclear Information System (INIS)

    Delf, P.

    2013-01-01

    Overview: eLearning has been identified as a versatile, economic method of delivering education, adopted by many education providers. Yet, little research has been undertaken into its impact as a sole method of delivery and effectiveness for imparting new knowledge or skills. This may have particular implications for busy healthcare practitioners wishing to access an educational programme to maintain, or extend their knowledge base in response to service needs. Aims and methodology: Following an action research approach and using an instructional design methodology, a discrete eLearning resource was devised and constructed to prepare non-medical healthcare practitioners to report radionuclide bone scans. Volunteers were recruited from across the UK to assess and establish the feasibility and efficacy of the module. Results: In terms of versatility, access, design and content, the module achieved resonance, with knowledge gains and transferability demonstrated, particularly amongst less experienced volunteers, suggesting a positive influence of the eLearning approach. Conclusions: Owing to the small-scale nature of the study, the capability of eLearning, as a sole educational medium to establish emergent skills, can only be cautiously expressed. However, as a tool for blended learning, continuing professional development, or audit purposes, it demonstrated its potential, confirming the place for this type of resource within the professional learning arena

  17. E-Learning: Future of Education

    Directory of Open Access Journals (Sweden)

    SUMIT GOYAL

    2012-09-01

    Full Text Available This paper highlights the significance of E-learning in modern education and discusses its technical aspect, market, pros and cons, comparison with instructor led training and possibility of weather E-learning will replace the old classroom teaching. Presently the concept of E-learning is becoming very popular as the numbers of internet savvy users are increasing. E-learning gives the advantage of 24x7 and 365 days a year round access as compared to Instructor-Led Training, which is one time class that must be scheduled. E-learning is cost effective as course content once developed could be easily used and modified for teaching and training. E-learning also provides students freedom from carrying heavy school bags and stop cutting of trees for the sake of paper, pencil and rubber. E-learning is the future of education as it is interactive, interesting and entertaining way of learning, and will soon replace the paper books in the form of touch screen tablets.

  18. E-learning Paradigms and The Development of E-learning Strategy

    DEFF Research Database (Denmark)

    Duus, Henrik Johannsen

    2006-01-01

    The e-learning area is characterized by a magnitude of different products, systems and approaches. The variations can also be observed in differences in the views and notions of e-learning among business people, researchers and journalists. This article attempts to disentangle the area by using...... economic and sociological theories, the theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning....... The selection of which paradigm to use in the development of an e-learning strategy may prove crucial for success. Implications for the development of an e-learning strategy in businesses and learning institutions are outlined....

  19. Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools.

    Science.gov (United States)

    Back, David Alexander; Behringer, Florian; Harms, Tina; Plener, Joachim; Sostmann, Kai; Peters, Harm

    2015-09-03

    The use of electronic learning formats (e-learning) in medical education is reported mainly from individual specialty perspectives. In this study, we analyzed the implementation level of e-learning formats and the institutional support structures and strategies at an institutional level in a cluster of mid-European medical schools. A 49-item online questionnaire was send to 48 medical schools in Austria, Germany and Switzerland using SurveyMonkey®. Data were collected between February and September of 2013 and analyzed using quantities, statistical and qualitative means. The response rate was 71 %. All schools had implemented e-learning, but mainly as an optional supplement to the curriculum. E-learning involved a wide range of formats across all disciplines. Online learning platforms were used by 97 % of the schools. Full-time e-learning staff was employed by 50 %, and these had a positive and significant effect on the presence of e-learning in the corresponding medical schools. In addition, 81 % offered training programs and qualifications for their teachers and 76 % awarded performance-oriented benefits, with 17 % giving these for e-learning tasks. Realization of e-learning offers was rewarded by 33 %, with 27 % recognizing this as part of the teaching load. 97 % would use curriculum-compatible e-learning tools produced by other faculties. While all participating medical schools used e-learning concepts, this survey revealed also a reasonable support by institutional infrastructure and the importance of staff for the implementation level of e-learning offerings. However, data showed some potential for increasing tangible incentives to motivate teachers to engage in further use of e-learning. Furthermore, the use of individual tools and the distribution of e-learning presentations in various disciplines were quite inhomogeneous. The willingness of the medical schools to cooperate should be capitalized for the future, especially concerning the provision of e-learning

  20. A kindergarten experiment in linguistic e-learning

    DEFF Research Database (Denmark)

    Valente, Andrea; Marchetti, Emanuela

    2006-01-01

    As part of the BlaSq project, we are developing a set of linguistic games to be used in kindergartens. The first of these games is Crazipes, that we are currently testing in a Danish kindergarten, with the support of the local teachers. Here we discuss the architecture of the game, its potentials...... as a linguistic e-learning tool, together with the design and methodology adopted for the study. Some early results are also discussed....

  1. Trends in e-learning and factors for successful and effective introduction of e-learning in adult education in Slovenia

    OpenAIRE

    Lea Bregar

    2011-01-01

    E-learning provides a number of advantages for adult education, which derive from its greater flexibility regarding time, space, pace, content and learning methods. Today e-learning manifests itself in a great variety of implementation program- mes, which are based on various teaching models, employ a wide range of technological tools, reflect different roles of educational institutions management and different institutional frameworks. The versatility and the dynamic and complex character of...

  2. Conversational Agents in E-Learning

    Science.gov (United States)

    Kerry, Alice; Ellis, Richard; Bull, Susan

    This paper discusses the use of natural language or 'conversational' agents in e-learning environments. We describe and contrast the various applications of conversational agent technology represented in the e-learning literature, including tutors, learning companions, language practice and systems to encourage reflection. We offer two more detailed examples of conversational agents, one which provides learning support, and the other support for self-assessment. Issues and challenges for developers of conversational agent systems for e-learning are identified and discussed.

  3. E-Learning: Justifications and Obstacles

    OpenAIRE

    Ansar Khoury; Lubna Nasir Eddeen; Doaa Saadah; Osama Harfoushi

    2011-01-01

    Many educational institutions have adopted E-Learning system or are thinking to adopt it in their educational systems. As a nearly recent system, many do not know the exact meaning of E-Learning, or why should it be used? After using it, will the institution face any problems? And what are the best solutions for these problems? This paper aims to answer all the above questions. In addition, it discusses the ways to transform traditional learning systems to E-Learning, and how to measure the a...

  4. A Proposed Framework Between Internal, External and Pedagogy Dimensions in Adoption of Interactive Multimedia e-Learning

    Directory of Open Access Journals (Sweden)

    Fathia LAHWAL

    2016-10-01

    Full Text Available This study about interactive multimedia e-learning aims to improve our understanding about the dynamics of e-learning. The objective is to critical evaluate and better understand the interrelationships in the proposed framework between internal, external and the pedagogy dimensions in adoption of interactive multimedia and e-learning. It develops a tool to measure creative user adoption of interactive multimedia and e-learning services by using Partial Least Squares algorithm as the method of estimation and the major analytical tool in this study. Finding of a small scale data sampling of students in United Kingdom indicate that the proposed measurement framework is an acceptable fit with the data. Overall, the findings supply a precise tool for measuring creative user adoption of interactive multimedia and e-learning services, providing further insights for researchers and may provide to guide research and practice in interactive multimedia and e-learning by using communication media.

  5. The Usability Analysis of An E-Learning Environment

    Directory of Open Access Journals (Sweden)

    Fulya TORUN

    2015-10-01

    Full Text Available In this research, an E-learning environment is developed for the teacher candidates taking the course on Scientific Research Methods. The course contents were adapted to one of the constructivist approach models referred to as 5E, and an expert opinion was received for the compliance of this model. An usability analysis was also performed to determine the usability of the e-learning environment. The participants of the research comprised 42 teacher candidates. The mixed method was used in the research. 3 different data collection tools were used in order to measure the three basic concepts of usability analyses, which are the dimensions of effectiveness, efficiency and satisfaction. Two of the data collection tools were the scales developed by different researchers and were applied with the approval received from the researchers involved. On the other hand, the usability test as another data tool was prepared by the researchers who conducted this study for the purpose of determining the participants’ success in handling the twelve tasks assigned to them with respect to the use of elearning environment, the seconds they spent on that environment and the number of clicks they performed. Considering the results of the analyses performed within the data obtained, the usability of the developed e-learning environment proved to be at a higher rate.

  6. E-Learning Readiness in Public Secondary Schools in Kenya

    Science.gov (United States)

    Ouma, Gordon O.; Awuor, Fredrick M.; Kyambo, Benjamin

    2013-01-01

    As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments. To facilitate schools in Kenya to implement…

  7. DEVELOPMENT OF USABILITY CRITERIA FOR E-LEARNING CONTENT DEVELOPMENT SOFTWARE

    Directory of Open Access Journals (Sweden)

    Serkan ÇELIK

    2012-04-01

    Full Text Available Revolutionary advancements have been observed in e-learning technologies though an amalgamated evaluation methodology for new generation e-learning content development tools is not available. The evaluation of educational software for online use must consider its usability and as well as its pedagogic effectiveness. This study is a first step towards the definition of criteria for evaluating e-learning tools. A preliminary user study involving a group of pre-service instructional designers, observed during their interaction with e-learning tools, is reported. Throughout the study, specific usability attributes of these e-learning tools were identified. Participants were assigned to rate the importance of functional and pedagogical competences proposed during the criteria development phase. The findings of the study revealed 31 evaluation criteria under the headings of technical, media, and assessment competences. Among the groups of benchmarks proposed and rated by the users, assessment was considered as the most important one while technical and media features were even.The following step was actual implemention of the usability criteria into evaluation of fifteen leading software used in e-learning across the world. Mostly, tools were observed as having limitations in terms of capabilities. Comparing to the other software, Captivate, Softchalk, and Lectora were regarded as outstanding tools by the participants. Following the discussion on the limitations of the study, some implications for further research were proposed.

  8. E-learning platforms and accessibility

    Directory of Open Access Journals (Sweden)

    Daniela Adami

    2007-01-01

    Full Text Available Riflessioni sull’accessibilita’ delle piattaforme e-learning da parte di non vedenti. L’argomento viene affrontano raccontando l’esperienza di un corsista SSIS con difficolta’ visive.

  9. Modern aspects of the e-learning usage in the field of physical culture

    Directory of Open Access Journals (Sweden)

    Andriy Marakushyn

    2017-06-01

    Full Text Available Purpose: actualize the introduction of e-learning to motivate students to engage in movement activity. Material & Methods: method of generalization and analysis are selected, which was used to study the approaches, definitions and results of the study among different authors on the research topic. Results: generalized and analyzed: approaches to the formation of motivation in students for movement activity; definition of e-learning; results of the introduction of e-learning in the educational process of students from different authors. Conclusion: it is proved that the approaches of different authors on motivating students to movement activity do not include the use of modern e-learning tools; it is established that e-learning can be an excellent complement to the full-time form of education; directions for further scientific research are updated.

  10. Software Engineering and eLearning: The MuSofT Project - www.musoft.org

    Directory of Open Access Journals (Sweden)

    Ernst-Erich Doberkat

    2005-12-01

    Full Text Available eLearning supports the education in certain disciplines. Here, we report about novel eLearning concepts, techniques, and tools to support education in Software Engineering, a subdiscipline of computer science. We call this "Software Engineering eLearning". On the other side, software support is a substantial prerequisite for eLearning in any discipline. Thus, Software Engineering techniques have to be applied to develop and maintain those software systems. We call this "eLearning Software Engineering". Both aspects have been investigated in a large joint, BMBF-funded research project, termed MuSofT (Multimedia in Software Engineering. The main results are summarized in this paper.

  11. Occupational Safety. Hand Tools. Pre-Apprenticeship Phase 1 Training.

    Science.gov (United States)

    Lane Community Coll., Eugene, OR.

    This self-paced student training module on safety when using hand tools is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to teach students the correct safety techniques for operating common hand- and arm-powered tools, including selection, maintenance, technique, and uses. The module may…

  12. The Future of e-Learning in Medical Education: Current Trend and Future Opportunity

    Directory of Open Access Journals (Sweden)

    Sara Kim

    2006-09-01

    Full Text Available A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1 what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2 what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3 which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4 what guidelines exist for determining an appropriate blend of instructional strategies, including online learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1 what is the current trend of e-learning in medical education?; (2 what do we know about the effective use of e-learning?; and (3 what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.

  13. PERSONALIZATION SISTEM E-LEARNING BERBASIS ONTOLOGY

    Directory of Open Access Journals (Sweden)

    Ahmad Ashari

    2010-11-01

    Full Text Available Personalization of Ontology Based E-learning System. Today, a form of technology known as Web 2.0 thatthoroughly supports web-to-web interactions is present. Interactions, such as information sharing in the forms ofdocument sharing (slideshare, picture sharing (flickr, video sharing (youtube, Wikis, and online networking (weblogand web-forum are principally accomodating community empowerment services. These factors cause the appearanceof social interaction through Internet as well as learning interaction and anywhere-anytime training which is recentlycalled e-Learning. Basically, e-Learning needs a self-employed learning method and learning habits that emphasize onthe learner as the most important role. However, e-learning system which is expected to boost the intensity of selfemployedlearning is uncapable to represent the importance. This is proven with the current e-Learning system inIndonesia that only accomodates the delivery of learning materials identical to all active learners, ignores the cognitiveaspects and does not offer any approach or experience of interactive self-learning and disregards the aspect of users’ability to adapt. The proposed e-learning system which is Web 2.0-based utilizes ontology as the representation ofmeaning of knowledge formed by the learner.

  14. Application of Simulation to Individualized Self-Paced Training. Final Report. TAEG Report No. 11-2.

    Science.gov (United States)

    Lindahl, William H.; Gardner, James H.

    Computer simulation is recognized as a valuable systems analysis research tool which enables the detailed examination, evaluation, and manipulation, under stated conditions, of a system without direct action on the system. This technique provides management with quantitative data on system performance and capabilities which can be used to compare…

  15. Bloom 認知與技能教育目標應用於快速數位教材製作流程與設計研究 The Development of Procedure and Design Principle of Using Rapid E-learning Tools in Bloom’s Taxonomy

    Directory of Open Access Journals (Sweden)

    David Tawei Ku

    2011-07-01

    Full Text Available 近年來,數位學習(E-learning在網路應用領域中快速成長,成為主流。然而,許多組織顧及節省人力資源與縮短時程的因素,利用簡易的教材製作工具來解決問題,因此「快速數位學習」順應產生,將教材製作的時間縮短,其中教學設計仍是開發過程中重要的一環。 有鑑於此,本研究目的旨在經由文獻分析之歸納,提出 Bloom 教育目標分類與教學設計原則、快速數位學習教材設計內涵與快速學習製作工具分析,藉此發展出快速數位學習教材製作流程。另透過教材開發者問卷調查與專家訪談,進行流程的修正,建立流程之可行性與實用度。本研究結果為縮短教學設計分析階段之流程,將教學目標分析與資源分析整合,直接運用 Bloom 教育目標將教材內容分類後,找出合適的呈現方式,再根據每項工具之特性與專有的功能,挑選出適用的工具來進行教材製作。本流程的建置能協助學科內容專家加快尋找製作工具之作業,提供快速數位學習教材製作之應用與參考。As the development of internet, the speed of information update is faster than ever. E-learning has rapidly become the mainstream for the corporation training and instruction. In order to reduce the cost of human resources and time spending, “repaid e-learning” has been developed for the simple and easy to produce training materials. Therefore, this study reviews the related literature and analyzed the Bloom’s taxonomy, rapid e-learning instructional design, and rapid e-learning production tools to develop a procedure and design principle of rapid e-learning materials by using rapid e-learning tools. The procedure is revised and established the feasibility via the questionnaires and interview. It is expected that the results can provide great support and information for the future design and development of rapid e-learning training materials.

  16. Effect of self-paced active recovery and passive recovery on blood lactate removal following a 200 m freestyle swimming trial

    Directory of Open Access Journals (Sweden)

    Mota MR

    2017-06-01

    Full Text Available Márcio Rabelo Mota,1,2 Renata Aparecida Elias Dantas,1,2 Iransé Oliveira-Silva,2 Marcelo Magalhães Sales,2,3 Rafael da Costa Sotero,2 Patrícia Espíndola Mota Venâncio,2 Jairo Teixeira Júnior,2 Sandro Nobre Chaves,4 Filipe Dinato de Lima4 1College of Education and Health Sciences, University Center of Brasília – UniCEUB, Brasília, 2College of Physical Education, UniEVANGÉLICA, Anápolis, Goiás, 3College of Physical Education, Universidade Estadual de Goiás - UEG, Quirinópolis, Goiás, 4College of Physical Education, University of Brasília – UnB, Brasília, Brazil Purpose: The aim of this study was to investigate the effect of self-paced active recovery (AR and passive recovery (PR on blood lactate removal following a 200 m freestyle swimming trial. Patients and methods: Fourteen young swimmers (with a training frequency of 6–8 sessions per week performed two maximal 200 m freestyle trials followed by 15 minutes of different recovery methods, on separate days. Recovery was performed with 15 minutes of passive rest or 5 minutes of passive rest and 10 minutes of self-paced AR. Performance variables (trial velocity and time, recovery variables (distance covered and AR velocity, and physiological variables (blood lactate production, blood lactate removal, and removal velocity were assessed and compared. Results: There was no difference between trial times in both conditions (PR: 125.86±7.92 s; AR: 125.71±8.21 s; p=0.752. AR velocity was 69.10±3.02% of 200 m freestyle trial velocity in AR. Blood lactate production was not different between conditions (PR: 8.82±2.47 mmol L−1; AR: 7.85±2.05 mmol L−1; p=0.069. However, blood lactate removal was higher in AR (PR: 1.76±1.70 mmol L−1; AR: 4.30±1.74 mmol L−1; p<0.001. The velocity of blood lactate removal was significantly higher in AR (PR: 0.18±0.17 mmol L−1 min−1; AR: 0.43±0.17 mmol L−1 min−1; p<0.001. Conclusion: Self-paced AR shows a higher velocity of blood

  17. Coming soon - Launch of e-learning initiative for supervisors

    CERN Multimedia

    2015-01-01

    In early July, the Learning and Development group is launching a new learning initiative specifically targeted at supervisors here at CERN. With the assistance of  experts on the subject, we have designed an exclusive series of five e-learning modules. These modules will help supervisors to synthesise some of the important processes that influence and impact their daily work and build key competencies as people managers.   Each module may take up to a maximum of 60 minutes to complete and covers the following topics: • CERN as an Organisation • People Management (Part 1) • People Management (Part 2) • Financial Management • Administrative Information Tools for Supervisors Supervisors will receive an invitation from the L&D group to access the modules on a dedicated e-learning space created on SharePoint. We recommend that all newly appointed supervisors access and complete the five modules within the first month of taking up their su...

  18. HTML5 eLearning kit for dummies

    CERN Document Server

    Boumphrey, Frank

    2012-01-01

    Helping self-directed learners of all levels learn HTML5 If you want to develop and structure pages for the web, HTML5 is one of the tools you need. This invaluable eLearning kit steps you through learning HTML5, CSS3, and JavaScript. With this dynamic combination of a full-color printed book and a Dummies interactive eLearning course on CD, you'll find a wealth of information on HTML5. Featuring both written and animated step-by-step how-tos, practice labs, helpful videos, numerous examples, and a host of Dummies hints and tips, this package makes your learning process easier. Follow the mate

  19. Adaptive E-learning System in Secondary Education

    Directory of Open Access Journals (Sweden)

    Sofija Tosheva

    2012-02-01

    Full Text Available In this paper we describe an adaptive web application E-school, where students can adjust some features according to their preferences and learning style. This e-learning environment enables monitoring students progress, total time students have spent in the system, their activity on the forums, the overall achievements in lessons learned, tests performed and solutions to given projects. Personalized assistance that teacher provides in a traditional classroom is not easy to implement. Students have regular contact with teachers using e-mail tools and conversation, so teacher get mentoring role for each student. The results of exploitation of the e-learning system show positive impact in acquiring the material and improvement of student’s achievements.

  20. An approach to assessing stress in e-learning students

    OpenAIRE

    Rodrigues, Manuel; Fdez-Riverola, Florentino; Novais, Paulo

    2012-01-01

    Abstract: On-line collaboration is becoming more and more common in education and with organisations. Many institutions encourage the use of E-learning platforms, as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one). It is believed that the sole use of such a platform can in itself be a cause of stress for students. Stress is a normal part of studying, but if not managed it the proper way, stress can grow, become a ...

  1. E-Learning and Economic Development

    Directory of Open Access Journals (Sweden)

    Kelly CAREY

    2005-01-01

    Full Text Available E-Learning and Economic Development Kelly CAREY West Valley College Saratoga, CA, USA Stanko BLATNIK Institute for Symbolic Analysis and Development of Information Technologies Velenje, SLOVENIA ABSTRACT In this article, our experience in the development and realization of e-Learning courses in Slovenia is described and discussed. Slovenia, the most developed republic of former Yugoslavia, became an EU member in May 2004. In 1991, after its independence from Yugoslavia, Slovenia’s transition to a free market economy resulted in lost jobs and an unemployment rate of 12%. In 1999, as the Institute for Symbolic Analysis and Development of Information Technologies, located in Velenje, Slovenia, we decided to offer several online courses to help unemployed people gain the skills and knowledge needed for employability in information technology. We drew on our previous experience teaching online courses at Sarajevo University after the Bosnian war and on the experience of West Valley College from Saratoga, Silicon Valley in e-Learning. Over the last four years, we organized and delivered e-Learning courses in digital media design and production, with good results. Several students found jobs and changed their perception and attitude as they became more self-confident. We believe e-Learning can efficiently enhance lifelong learning and support economic development, especially in new member countries transitioning from former socialistic to free market economies.

  2. Exploring the underlying factors influencing e-learning adoption in nurse education.

    Science.gov (United States)

    Petit dit Dariel, Odessa; Wharrad, Heather; Windle, Richard

    2013-06-01

    To report a study undertaken to explore the underlying factors influencing e-learning adoption in nurse education. Despite e-learning's high profile it has not been readily integrated into teaching practice in nurse education. Previous research has identified generic, cross-disciplinary factors but has left out 'soft' factors. The study adopted an exploratory descriptive design. Q-methodology was used to explore e-learning adoption in a Division of Nursing located in an institution of Higher Education in the UK. Between September-December 2009, 38 participants were recruited to participate in Q-sorts and post-sort interviews. The Q-sort data were factor analysed and the interviews were coded to their respective factors to develop in-depth narratives. Four factors were identified: 'E-learning advocates' saw e-learning's potential to improve nurse education and prepare future nurses for their evolving role; the 'Humanists' had avoided e-learning because they valued human interaction; the 'Sceptics' doubted that technology could improve learning outcomes; and the 'Pragmatics,' only used e-learning as a tool to post lecture notes online to supplement what they covered in class. The findings point to the variety of responses existing among nurse academics faced with integrating e-learning into their teaching. Moving beyond the binary labels commonly attributed to those considered either 'early adopters' or 'laggards,' the findings contribute to the literature by revealing a wider breadth of views and responses towards technology. Acknowledging these views can inform future e-learning strategies and lead to improvement in e-learning use in nurse education. © 2012 Blackwell Publishing Ltd.

  3. Performance of a Self-Paced Brain Computer Interface on Data Contaminated with Eye-Movement Artifacts and on Data Recorded in a Subsequent Session

    Directory of Open Access Journals (Sweden)

    Mehrdad Fatourechi

    2008-01-01

    Full Text Available The performance of a specific self-paced BCI (SBCI is investigated using two different datasets to determine its suitability for using online: (1 data contaminated with large-amplitude eye movements, and (2 data recorded in a session subsequent to the original sessions used to design the system. No part of the data was rejected in the subsequent session. Therefore, this dataset can be regarded as a “pseudo-online” test set. The SBCI under investigation uses features extracted from three specific neurological phenomena. Each of these neurological phenomena belongs to a different frequency band. Since many prominent artifacts are either of mostly low-frequency (e.g., eye movements or mostly high-frequency nature (e.g., muscle movements, it is expected that the system shows a fairly robust performance over artifact-contaminated data. Analysis of the data of four participants using epochs contaminated with large-amplitude eye-movement artifacts shows that the system's performance deteriorates only slightly. Furthermore, the system's performance during the session subsequent to the original sessions remained largely the same as in the original sessions for three out of the four participants. This moderate drop in performance can be considered tolerable, since allowing artifact-contaminated data to be used as inputs makes the system available for users at ALL times.

  4. eLearning Hands-On: Blending Interactive eLearning with Practical Engineering Laboratory

    Science.gov (United States)

    Kiravu, Cheddi; Yanev, Kamen M.; Tunde, Moses O.; Jeffrey, Anna M.; Schoenian, Dirk; Renner, Ansel

    2016-01-01

    Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal.…

  5. The E-learning Cabaret: do's and don'ts in E-Learning Design

    NARCIS (Netherlands)

    Westera, Wim

    2009-01-01

    Westera, W. (2006). The E-Learning Cabaret: do's and don'ts in E-Learning Design. Book of Abstracts, 12th International Conference on Technology Supported Learning & Teaching, Online Educa Berlin (pp. 169-171). November, 29-December, 1, 2006, Berlin, Germany: ICWE-GmbH.

  6. Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

    Science.gov (United States)

    Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.

    2014-01-01

    E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result,…

  7. E-learning implementation from strategic perspective

    DEFF Research Database (Denmark)

    Lin, Chih-Cheng; Ma, Zheng; Chang, Chi-Cheng

    2012-01-01

    are now facing the challenges of selecting and implementing the right e-learning solutions. In order to understand the entire process associated with e-learning implementation in higher institutes which has not yet been a linear process but came probably with top-down, bottom-up, or flowers blooming...... approach. However, the transform process is extremely complex. To make sense of this complexity, the authors adopted strategic IS management profile (Sabherwal et al., 2001) into the research. To explore this speculation, the research uses a qualitative constructivist approach. Based on an exhaustive case...... study of one higher institute's experience, the paper shows that maintaining the alignment is still a crucial issue but hard to achieve. The pressure of achieving alignment may be even more considerable with the implementation of e-learning systems....

  8. Holistic approaches to e-learning accessibility

    Directory of Open Access Journals (Sweden)

    Lawrie Phipps

    2006-12-01

    Full Text Available The importance of accessibility to digital e-learning resources is widely acknowledged. The World Wide Web Consortium Web Accessibility Initiative has played a leading role in promoting the importance of accessibility and developing guidelines that can help when developing accessible web resources. The accessibility of e-learning resources provides additional challenges. While it is important to consider the technical and resource related aspects of e-learning when designing and developing resources for students with disabilities, there is a need to consider pedagogic and contextual issues as well. A holistic framework is therefore proposed and described, which in addition to accessibility issues takes into account learner needs, learning outcomes, local factors, infrastructure, usability and quality assurance. The practical application and implementation of this framework is discussed and illustrated through the use of examples and case studies.

  9. e-Learning research: emerging issues?

    Directory of Open Access Journals (Sweden)

    Helen Beetham

    2005-12-01

    Full Text Available e-Learning research is an expanding and diversifying field of study. Specialist research units and departments proliferate. Postgraduate courses recruit well in the UK and overseas, with an increasing focus on critical and research-based aspects of the field, as well as the more obvious professional development requirements. Following this year's launch of a National e-Learning Research Centre, it is timely to debate what the field of study should be prioritising for the future. This discussion piece suggests that the focus should fall on questions that are both clear and tractable for researchers, and likely to have a real impact on learners and practitioners. Suggested questions are based on early findings from a series of JISC-funded projects on e-learning and pedagogy.

  10. Resultados em e-Learning corporativo

    OpenAIRE

    Cardoso, Fernando de Carvalho

    2011-01-01

    As empresas estão ampliando muito a utilização do e-learning em seus processos de educação corporativa, este trabalho iniciou-se na busca para responder quais são os impactos da implementação do e-Learning no processo educacional nas corporações. Esta dissertação de mestrado apresenta um estudo dos resultados das ações de e-learning e o contexto em que este está inserido, nas corporações e na sociedade. Para tanto foram utilizados autores que falam sobre educação, educação corporativa, ...

  11. Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures

    OpenAIRE

    Rock, Adam J.; Coventry, William L.; Morgan, Methuen I.; Loi, Natasha M.

    2016-01-01

    Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal, Ginsburg, & Schau, 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof, Ceroni, Jeong, & Moghaddam, 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to...

  12. E-learning implementation in superior technical educational system

    Science.gov (United States)

    Musca, Gavril; Mihalache, Andrei; Musca, Elena

    2016-11-01

    E-learning methods apply to most modern and various domains but also represent a great tool for the mechanical educational system where there are a lot of sustained efforts for its implementation. Using, administrating and maintaining an e-learning system for a certain field of study requires knowledge related to computation system's utilization but also the understanding the working mechanisms behind it that allows the system to be fully customized in order to be perfect fitted to the user's needs and requirements. A Moodle based test is evaluated from several points of views such as coherence clarity, concise content, information synthesis capacity and the presentation mode which makes the difference between clear or fuzzy graphical representations or terms. The authors appreciate that the ability of managing information in real time by the professor is a decisive decision in order to successfully implement an e-learning web platform. Updating information and structuring trainee's activities from thoroughgoing study up to their individual proposals for conceived applications leads to a better understanding and practical knowledge of theory.

  13. How e-learning contributes to corporation competitiveness

    International Nuclear Information System (INIS)

    Ceclan, Mihai; Ionescu, Tudor Basarab; Ceclan, Rodica Elena

    2006-01-01

    This paper aims at presenting an original Computer Based Training (CBT) System (or e- Learning system) and the way to use CBT technology to increase corporate competitiveness. Our solution is called CBTCenter and it is a complete software platform which offers a variety of teaching and learning services to its users. CBT or e-Learning mean two things: a software platform and content authoring. Ideally, a software platform should be able to import any type of flat documentation and integrate it into a structured database which keeps track of pedagogically meaningful information (test and quiz results, etc.). CBT technology was successfully implemented at the Training Department of NPP Cernavoda. CBT technology has brought several advantages: - the technology improves overall communication between all individuals which are part of the educational process - students can access training materials from their own desk using the NPP intranet - the logistics problem decreased, while more and more classic disciplines (courses) will be converted to CBT objects. On the other hand the paper is focused on using CBT technology (e-Learning) as a tool for corporate competitiveness increasing. This comes a reality by ICT (Information and Communication Technology) integration in corporate learning environment

  14. Effectiveness of E-Learning in Oral Radiology Education: A Systematic Review.

    Science.gov (United States)

    Santos, Glaucia Nize M; Leite, André F; Figueiredo, Paulo T de S; Pimentel, Nara M; Flores-Mir, Carlos; de Melo, Nilce S; Guerra, Eliete N S; De Luca Canto, Graziela

    2016-09-01

    E-learning has been used recently in dental curricula to support traditional learning methods. However, the published literature concerning e-learning in oral radiology has shown mixed conclusions. The aim of this systematic review was to provide a synthesis of the effectiveness of e-learning in oral radiology education when compared with traditional classroom learning methods. A search of the literature was conducted on the LILACS, PubMed, Science Direct, Scopus, and Web of Science databases. Trials registries were also consulted for ongoing trials, and a partial grey literature search was conducted. Controlled trials about oral radiology education that compared any e-learning method with a control group using any traditional classroom instruction method were included. E-learning effectiveness was measured using three outcomes from Kirkpatrick's model of evaluation: attitudes about e-learning, knowledge gain, and performance on clinical procedures. Data were analyzed descriptively. Qualitative appraisal was performed according to the Cochrane risk of bias tool for randomized trials and MINORS tool for non-randomized trials. Eleven studies met the inclusion criteria. Risk of bias was identified related to the selection procedures, blinding, lack of sample size calculation, and incomplete analyses. Ten studies reported that students had positive attitude when using e-learning. Results from the knowledge gain outcome were mixed. Only two studies examined performance on clinical procedures, showing contrasting results. The evidence reviewed in this study suggests that e-learning in oral radiology is at least as effective as traditional learning methods and that students have positive attitudes about e-learning.

  15. Improving e-learning by Emotive Feedback

    DEFF Research Database (Denmark)

    Sharp, Robin; Gjedde, Lisa

    2011-01-01

    This paper considers the use of feedback with emotive elements in order to improve the efficiency of e-learning for teaching complex technical subjects to the general public by stimulation of implicit learning. An example is presented, based on an effort to investigate the current level of IT sec......This paper considers the use of feedback with emotive elements in order to improve the efficiency of e-learning for teaching complex technical subjects to the general public by stimulation of implicit learning. An example is presented, based on an effort to investigate the current level...

  16. Principles of e-learning systems engineering

    CERN Document Server

    Gilbert, Lester

    2008-01-01

    The book integrates the principles of software engineering with the principles of educational theory, and applies them to the problems of e-learning development, thus establishing the discipline of E-learning systems engineering. For the first time, these principles are collected and organised into the coherent framework that this book provides. Both newcomers to and established practitioners in the field are provided with integrated and grounded advice on theory and practice. The book presents strong practical and theoretical frameworks for the design and development of technology-based mater

  17. Online faculty development for creating E-learning materials.

    Science.gov (United States)

    Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo

    2014-01-01

    Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.

  18. Institutional Perspectives: The Challenges of E-Learning Diffusion

    Science.gov (United States)

    Nichols, Mark

    2008-01-01

    There has been significant recent interest in the dynamics of institutional change and e-learning. This paper reports on the findings from a series of discussions about e-learning diffusion held with institutional e-learning representatives from across the globe. In the course of discussion it became clear that in some institutions e-learning was…

  19. eLearning--Theories, Design, Software and Applications

    Science.gov (United States)

    Ghislandi, Patrizia, Ed.

    2012-01-01

    Chapters in this book include: (1) New e-Learning Environments: e-Merging Networks in the Relational Society (Blanca C. Garcia); (2) Knowledge Building in E-Learning (Xinyu Zhang and Lu Yuhao); (3) E-Learning and Desired Learning Outcomes (Ralph Palliam); (4) Innovative E-Learning Solutions and Environments for Small and Medium Sized Companies…

  20. Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures

    Science.gov (United States)

    Rock, Adam J.; Coventry, William L.; Morgan, Methuen I.; Loi, Natasha M.

    2016-01-01

    Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology. PMID:27014147

  1. Expanding nursing education through e-learning: A case study in Malaysia.

    Science.gov (United States)

    Syed-Mohamad, Sharifah-Mastura; Pardi, Kasmah-Wati; Zainal, Nor-Azmi; Ismail, Zalina

    2006-01-01

    The School of Health Sciences, Universiti Sains Malaysia (SHS) is planning to expand its contribution to produce more graduate nurses by offering a nursing degree through e-learning. After three years of using e-learning by four lecturers in seven nursing courses, we conducted a study to get the lecturers feedback and to compare the students' preference and their actual experiences in e-learning. Lecturers' feedback were collected based on six open-ended questions. Feedback from all the 36 final year nursing students were collected using Constructivist On-line Learning Environment Survey (COLLES)--the Student Experience/Preferred Form. Results show that lecturers and students have positive perception on e-learning. They perceive e-learning as a powerful and effective tool for expanding nursing education to meet the demand for a labour force that is knowledgeable, highly skilled and equipped with positive values. We believe blended learning is the most suitable approach to implement e-learning and social constructivism theory provides the dynamic view of learning. To increase success in e-learning implementation for the nursing programme, lecturers should be educated regarding proper instructional design so that their content delivery blends well with the technology and pedagogy.

  2. Factors in Adoption of e-Learning in the Mining Industry of South Africa

    Directory of Open Access Journals (Sweden)

    Machdel Matthee

    2014-06-01

    Full Text Available The mining industry in South Africa contributes significantly to its economy. Training is an important component in these environments and e-Learning is often used to train the large workforce. In the face of current labour unrest and job cuts in this sector, it is foreseen that e-Learning might play an increasing important role to upskill the remaining work force. However, it appears that low motivation and resistance to e-Learning exist amongst learners. The aim of this research was to examine the factors that may contribute to this resistance and/or adoption from the perspectives of e-Learning managers and practitioners. Activity theory was used as the theoretical lens and its main elements (tools, subjects, rules, objects, community were used to analyse interviews with participants from two mining companies. Potential contradictions were identified in order to explore resistance to e-Learning. The main findings indicate that: 1 proper communication of expectations by different stakeholders of e-Learning is imperative, 2 top management support for e-Learning should stem from integration into the organisational goals, 3 more attention should be given to interaction between learners and facilitators and also between learners, 4 a focus on people development rather than only compliance may lead to lower resistance, and 5 top management support and involvement should be made visible.

  3. Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures.

    Science.gov (United States)

    Rock, Adam J; Coventry, William L; Morgan, Methuen I; Loi, Natasha M

    2016-01-01

    Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology.

  4. Promoting Best Practices in Teaching and Learning in Nigerian Universities through Effective E-Learning: Prospects and Challenges

    Science.gov (United States)

    Obuekwe, Grace Ifeoma; Eze, Rose-Ann Ifeoma

    2017-01-01

    The importance of e-learning in our educational system as well as the nation's development cannot be over-emphasized. The use of e-learning in impartation and acquisition of knowledge by lecturers and students is becoming a vital tool in meeting the demands of education in the 21st century. The paper is aimed at exploring the prospects and…

  5. Developing eLearning Technologies to Implement Competency Based Medical Education: Experiences from Muhimbili University of Health and Allied Sciences

    Science.gov (United States)

    Nagunwa, Thomas; Lwoga, Edda

    2012-01-01

    This paper provides the practical experience of developing an eLearning technology as a tool to implement Competency-based Medical Education (CBME) in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences. The paper provides a background to eLearning and the early attempt to adopt it in 2006 at…

  6. Leveraging Random Number Generation for Mastery of Learning in Teaching Quantitative Research Courses via an E-Learning Method

    Science.gov (United States)

    Boonsathorn, Wasita; Charoen, Danuvasin; Dryver, Arthur L.

    2014-01-01

    E-Learning brings access to a powerful but often overlooked teaching tool: random number generation. Using random number generation, a practically infinite number of quantitative problem-solution sets can be created. In addition, within the e-learning context, in the spirit of the mastery of learning, it is possible to assign online quantitative…

  7. Architectural and Functional Design and Evaluation of E-Learning VUIS Based on the Proposed IEEE LTSA Reference Model.

    Science.gov (United States)

    O'Droma, Mairtin S.; Ganchev, Ivan; McDonnell, Fergal

    2003-01-01

    Presents a comparative analysis from the Institute of Electrical and Electronics Engineers (IEEE) Learning Technology Standards Committee's (LTSC) of the architectural and functional design of e-learning delivery platforms and applications, e-learning course authoring tools, and learning management systems (LMSs), with a view of assessing how…

  8. Helping Autism-Diagnosed Teenagers Navigate and Develop Socially Using E-Learning Based on Mobile Persuasion

    Science.gov (United States)

    Ohrstrom, Peter

    2011-01-01

    The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper…

  9. Social Networking Services in E-Learning

    Science.gov (United States)

    Weber, Peter; Rothe, Hannes

    2016-01-01

    This paper is a report on the findings of a study conducted on the use of the social networking service NING in a cross-location e-learning setting named "Net Economy." We describe how we implemented NING as a fundamental part of the setting through a special phase concept and team building approach. With the help of user statistics, we…

  10. e-Learning Business Research Methods

    Science.gov (United States)

    Cowie, Jonathan

    2004-01-01

    This paper outlines the development of a generic Business Research Methods course from a simple name in a box to a full e-Learning web based module. It highlights particular issues surrounding the nature of the discipline and the integration of a large number of cross faculty subject specific research methods courses into a single generic module.…

  11. Knowledge Management in E-Learning Practices

    Science.gov (United States)

    Yilmaz, Yucel

    2012-01-01

    Thanks to extension of IT in educational activities, the difficulties based on time and space are disappearing and the management and the execution of these activities can be implemented more effectively and beneficially. Even though there are significant developments about e-learning both in academic and professional platforms, there are some…

  12. E-Learning: A Fresh Look

    Science.gov (United States)

    Connolly, Michael; Jones, Norah; Turner, David

    2006-01-01

    In this paper the authors describe the outline of an analysis of disruptive technologies presented by Christensen in his book, "The Innovator's Dilemma." They go on to argue that the analysis can be applied to the practice of e-learning as it has been developed in higher education in the United Kingdom, and possibly elsewhere. They…

  13. Nextgen Navy eLearning Tracking

    Science.gov (United States)

    2014-12-01

    ELEARNING TRACKING by William E. Miller December 2014 Thesis Advisor: Man-Tak Shing Co-Advisor: Arijit Das THIS PAGE INTENTIONALLY LEFT......Navy’s eLearning (NeL) computer-based learning system relies on a Learning Management System (LMS) for content delivery and tracking learning

  14. E-Learning Concepts in Higher Education

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard; Mathiasen, Helle; Dalsgaard, Christian

    The main aim of the symposium is to investigate, at both a theoretical and practical level, the quality and sustainability of a variety of models and key concepts of how communication and collaborative e-learning communities may be successfully developed, implemented and supported in higher educa...... education contexts....

  15. METHODOLOGICAL PROBLEMS OF E-LEARNING DIDACTICS

    Directory of Open Access Journals (Sweden)

    Sergey F. Sergeev

    2015-01-01

    Full Text Available The article is devoted to the discussion of the methodological problems of e-learning, didactic issues the use of advanced networking and Internet technologies to create training systems and simulators based on the methodological principles of non-classical and post-non-classical psychology and pedagogy. 

  16. Involvement of Students in E-Learning

    Science.gov (United States)

    Al Ya, Marwa; Aziz, Sheikha A.; Mohyuddin, Muhammad Raheel; Al Balushi, Nabila

    2017-01-01

    The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and…

  17. E-learning: Web-based education.

    Science.gov (United States)

    Sajeva, Marco

    2006-12-01

    This review introduces state-of-the-art Web-based education and shows how the e-learning model can be applied to an anaesthesia department using Open Source solutions, as well as lifelong learning programs, which is happening in several European research projects. The definition of the term e-learning is still a work in progress due to the fact that technologies are evolving every day and it is difficult to improve teaching methodologies or to adapt traditional methods to a new or already existing educational model. The European Community is funding several research projects to define the new common market place for tomorrow's educational system; this is leading to new frontiers like virtual Erasmus inter-exchange programs based on e-learning. The first step when adapting a course to e-learning is to re-define the educational/learning model adopted: cooperative learning and tutoring are the two key concepts. This means that traditional lecture notes, books and exercises are no longer effective; teaching files must use rich multimedia content and have to be developed using the new media. This can lead to several pitfalls that can be avoided with an accurate design phase.

  18. Adaptive e-learning system using ontology

    OpenAIRE

    Yarandi, Maryam; Tawil, Abdel-Rahman; Jahankhani, Hossein

    2011-01-01

    This paper proposes an innovative ontological approach to design a personalised e-learning system which creates a tailored workflow for individual learner. Moreover, the learning content and sequencing logic is separated into content model and pedagogical model to increase the reusability and flexibility of the system.

  19. Big data technologies in e-learning

    Directory of Open Access Journals (Sweden)

    Gyulara A. Mamedova

    2017-01-01

    Full Text Available Recently, e-learning around the world is rapidly developing, and the main problem is to provide the students with quality educational information on time. This task cannot be solved without analyzing the large flow of information, entering the information environment of e-learning from participants in the educational process – students, lecturers, administration, etc. In this environment, there are a large number of different types of data, both structured and unstructured. Data processing is difficult to implement by traditional statistical methods. The aim of the study is to show that for the development and implementation of successful e-learning systems, it is necessary to use new technologies that would allow storing and processing large data streams.In order to store the big data, a large amount of disk space is required. It is shown that to solve this problem it is efficient to use clustered NAS (Network Area Storage technology, which allows storing information of educational institutions on NAS servers and sharing them with Internet. To process and personalize the Big Data in the environment of e-learning, it is proposed to use the technologies MapReduce, Hadoop, NoSQL and others. The article gives examples of the use of these technologies in the cloud environment. These technologies in e-learning allow achieving flexibility, scalability, availability, quality of service, security, confidentiality and ease of educational information use.Another important problem of e-learning is the identification of new, sometimes hidden, interconnection in Big Data, new knowledge (data mining, which can be used to improve the educational process and improve its management. To classify electronic educational resources, identify patterns of students with similar psychological, behavioral and intellectual characteristics, developing individualized educational programs, it is proposed to use methods of analysis of Big Data.The article shows that at

  20. CLIMANDES climate science e-learning course

    Science.gov (United States)

    Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

    2016-04-01

    Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group

  1. E-Learning Experiences of Hong Kong Students

    OpenAIRE

    J. Lam; R. Chan

    2013-01-01

    The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questio...

  2. E-learning for health professionals.

    Science.gov (United States)

    Vaona, Alberto; Banzi, Rita; Kwag, Koren H; Rigon, Giulio; Cereda, Danilo; Pecoraro, Valentina; Tramacere, Irene; Moja, Lorenzo

    2018-01-21

    The use of e-learning, defined as any educational intervention mediated electronically via the Internet, has steadily increased among health professionals worldwide. Several studies have attempted to measure the effects of e-learning in medical practice, which has often been associated with large positive effects when compared to no intervention and with small positive effects when compared with traditional learning (without access to e-learning). However, results are not conclusive. To assess the effects of e-learning programmes versus traditional learning in licensed health professionals for improving patient outcomes or health professionals' behaviours, skills and knowledge. We searched CENTRAL, MEDLINE, Embase, five other databases and three trial registers up to July 2016, without any restrictions based on language or status of publication. We examined the reference lists of the included studies and other relevant reviews. If necessary, we contacted the study authors to collect additional information on studies. Randomised trials assessing the effectiveness of e-learning versus traditional learning for health professionals. We excluded non-randomised trials and trials involving undergraduate health professionals. Two authors independently selected studies, extracted data and assessed risk of bias. We graded the certainty of evidence for each outcome using the GRADE approach and standardised the outcome effects using relative risks (risk ratio (RR) or odds ratio (OR)) or standardised mean difference (SMD) when possible. We included 16 randomised trials involving 5679 licensed health professionals (4759 mixed health professionals, 587 nurses, 300 doctors and 33 childcare health consultants).When compared with traditional learning at 12-month follow-up, low-certainty evidence suggests that e-learning may make little or no difference for the following patient outcomes: the proportion of patients with low-density lipoprotein (LDL) cholesterol of less than 100 mg

  3. EvalEdit - Online Editor for E-learning Tests

    Directory of Open Access Journals (Sweden)

    Cristea BOBOILA

    2008-01-01

    Full Text Available As our society has gradually changed in the past few years with the new technology, the internet has become more and more present at our workplace and in our learning methods. The internet brought us an easier access to information offering a range of tools and capabilities to workers.Teaching and learning has changed since the technological explosion. The related aspects to their effectiveness are: time, place, delivery process and learning process.In this article we'll try to explain the associated concepts with e-learning, like the stakeholders involved, the technology and the provided products and services, and other related issues and trends.

  4. Freeware eLearning Flash-ECG for learning electrocardiography.

    Science.gov (United States)

    Romanov, Kalle; Kuusi, Timo

    2009-06-01

    Electrocardiographic (ECG) analysis can be taught in eLearning programmes with suitable software that permits the effective use of basic tools such as a ruler and a magnifier, required for measurements. The Flash-ECG (Research & Development Unit for Medical Education, University of Helsinki, Finland) was developed to enable teachers and students to use scanned and archived ECGs on computer screens and classroom projectors. The software requires only a standard web browser with a Flash plug-in and can be integrated with learning environments (Blackboard/WebCT, Moodle). The Flash-ECG is freeware and is available to medical teachers worldwide.

  5. e-Learning initiatives to support prescribing.

    Science.gov (United States)

    Maxwell, Simon; Mucklow, John

    2012-10-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. © 2012 The Authors. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.

  6. e-Learning initiatives to support prescribing

    Science.gov (United States)

    Maxwell, Simon; Mucklow, John

    2012-01-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. PMID:22509885

  7. Semantic modeling of portfolio assessment in e-learning environment

    Directory of Open Access Journals (Sweden)

    Lucila Romero

    2017-01-01

    Full Text Available In learning environment, portfolio is used as a tool to keep track of learner’s progress. Particularly, when it comes to e-learning, continuous assessment allows greater customization and efficiency in learning process and prevents students lost interest in their study. Also, each student has his own characteristics and learning skills that must be taken into account in order to keep learner`s interest. So, personalized monitoring is the key to guarantee the success of technology-based education. In this context, portfolio assessment emerge as the solution because is an easy way to allow teacher organize and personalize assessment according to students characteristic and need. A portfolio assessment can contain various types of assessment like formative assessment, summative assessment, hetero or self-assessment and use different instruments like multiple choice questions, conceptual maps, and essay among others. So, a portfolio assessment represents a compilation of all assessments must be solved by a student in a course, it documents progress and set targets. In previous work, it has been proposed a conceptual framework that consist of an ontology network named AOnet which is a semantic tool conceptualizing different types of assessments. Continuing that work, this paper presents a proposal to implement portfolios assessment in e-learning environments. The proposal consists of a semantic model that describes key components and relations of this domain to set the bases to develop a tool to generate, manage and perform portfolios assessment.

  8. The roles of the anterior cingulate cortex and its dopamine receptors in self-paced cost-benefit decision making in rats.

    Science.gov (United States)

    Wang, Shuai; Hu, Shan-Hu; Shi, Yi; Li, Bao-Ming

    2017-03-01

    It has been shown that the anterior cingulate cortex (ACC) and its dopamine system are crucial for decision making that requires physical/emotional effort, but not for all forms of cost-benefit decision making. Previous studies had mostly employed behavioral tasks with two competing cost-reward options that were preset by the experimenters. However, few studies have been conducted using scenarios in which the subjects have full control over the energy/time expenditure required to obtain a proportional reward. Here, we assessed the roles of the ACC and its dopamine system in cost-benefit decision making by utilizing a "do more get more" (DMGM) task and a time-reward trade-off (TRTO) task, wherein the animals were able to self-determine how much effort or time to expend at a nosepoke operandum for a proportional reward. Our results showed that (1) ACC inactivation severely impaired DMGM task performance, with a reduction in the rate of correct responses and a decrease in the effort expended, but did not affect the TRTO task; and (2) blocking ACC D2 receptors had no impact on DMGM task performance in the baseline cost-benefit scenario, but it significantly reduced the attempts to invest increased effort for a large reward when the benefit-cost ratio was reduced by half. In contrast, blocking ACC D1 receptors had no effect on DMGM task performance. These findings suggest that the ACC is required for self-paced effort-based but not for time-reward trade-off decision making. Furthermore, ACC dopamine D2 but not D1 receptors are involved in DMGM decision making.

  9. Multimedia Based E-learning : Design and Integration of Multimedia Content in E-learning

    Directory of Open Access Journals (Sweden)

    Abdulaziz Omar Alsadhan

    2014-05-01

    Full Text Available The advancement in multimedia and information technologies also have impacted the way of imparting education. This advancement has led to rapid use of e learning systems and has enabled greater integration of multimedia content into e learning systems. This paper present a model for development of e learning systems based on multimedia content. The model is called “Multimedia based e learning” and is loosely based on waterfall software development model. This model consists of three distinct phases; Multimedia Content Modelling, Multimedia content Development, Multimedia content Integration. These three phases are further sub divided into 7 different activities which are analysis, design, technical requirements, content development, content production & integration, implementation and evaluation. This model defines a general framework that can be applied for the development of e learning systems across all disciplines and subjects.

  10. The rise of E-learning and opportunities for Indian family physicians

    Directory of Open Access Journals (Sweden)

    Chayan Datta

    2012-01-01

    Full Text Available The IT (information technology revolution is sweeping across the globe. Distance, location and costs have become irrelevant. With availability of newer communication tools, medical education and practice are bound to be transformed. Rapid advancement of science requires medical professionals to update their knowledge constantly. Online interface for CME (Continued Medical Education presents an exciting opportunity as an E learning tool.

  11. Is there a place for e-learning in infection prevention?

    Science.gov (United States)

    Labeau, Sonia O

    2013-11-01

    In the last few decades, e-learning, a method which integrates information technology and the learning process by using materials delivered through the internet, has become widely used in educational initiatives for healthcare professionals. To evaluate whether there is a place for e-learning in the field of infection prevention. Non-comprehensive review of the literature. E-learning courses in the field of infection prevention and control are still scarce, often restricted to local initiatives and not specifically directed toward critical care providers. Although methodological flaws and potential biases hamper the generalizability of results from some currently available studies, findings related to both learners' satisfaction and effectiveness suggest that e-learning might prove an effective educational tool for the (continuing) education of healthcare providers. Further investigations, including research pertaining to the cost-effectiveness of e-learning, are required to provide a better insight in these issues. Further research is required to determine the (cost)effectiveness of e-learning in general, and in the field of infection prevention and control in particular. Current insights suggest that e-learning should be based Web 2.0 technologies to address a wide range of learning styles and to optimize interactivity. As a gap in the literature was detected with respect to e-learning modules on infection prevention and control which are specifically oriented toward critical care providers, it can be recommended to promote the development and subsequent assessment of such tools that meet high-quality standards. Copyright © 2013 Australian College of Critical Care Nurses Ltd. Published by Elsevier Ltd. All rights reserved.

  12. Introduction of Open E-Learning System as a Factor of Regional Development

    Directory of Open Access Journals (Sweden)

    Tatiana Yuryevna Bystrova

    2015-12-01

    Full Text Available The article analyses the economic and socio-cultural premises for introducing the open e-learning in the Ural region, as well as the potential economic effect of this type of educational activity. The article strives to prove a regular pattern of the universities’ transition to e-learning, also in connection with the changes of the educational paradigm and the nature of the educational system management. The hypothesis of the paper is connected with bringing the economic dimension to a humanitarian concept of e-learning, which becomes more and more widespread. The methodology of the article is based on the recognition of the fact that the macroeconomic processes in the information society and the processes occurring in a particular industry — higher education — are of isomorphic nature. On the basis of the analysis of global experience and basic theoretical approaches to e-learning, including the Lifelong Learning concept, the authors make a conclusion of the progressive growth of interest in different countries and regions. The e-learning is treated primarily as a tool to improve quality and efficiency of the educational process. The accuracy of understanding functions and peculiarities of e-learning allows one to determine a positive economic effect of its application for the university, the region, and the employers. The article shows organisational mechanisms and financial model of implementing e-learning in the Ural Federal University. The description is made of the cost options for open-type e-learning course development, investment parameters for their establishment, as well as costs of implementing educational programmes with the application of e-learning. The analysis of the activities of Ural Federal University on implementing e-learning gives the opportunity to further imagine the effect from the introduction of e-learning in other universities in the region. The results of the research may be applied in the institutions of

  13. [E-learning with journal articles].

    Science.gov (United States)

    Adriaanse, Marcel T; van Eijsden, Pieter; de Leeuw, Peter W

    2014-01-01

    E-learning is a popular method of continuous medical education (CME) which is becoming increasingly available to doctors. A specific form of E-learning is an online knowledge test accompanying a journal article. CME accreditation points can be obtained by reading an article and then answering test questions on it. This is a user-friendly form of CME which an increasing number of journals are offering as a service to their readers. The Dutch Journal of Medicine (NTvG) has been offering accredited tests to its readers since 2011. On comparison with international journals, a high standard has been set by the development of a test concept in which interpretation and reflection play integral roles. In the Dutch setting, the concept of the test was developed by professional bodies working closely together and it is a concept that is used as an example to other journals.

  14. Experience Effect in E-Learning Research

    Science.gov (United States)

    Wu, Bing; Xu, WenXia; Ge, Jun

    This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning experience in E-Learning research. The result indicates that the number of literature productions on experience effect in ELearning research is still growing from 2005. The main research development country is Croatia, and from the analysis of the publication year, the number of papers is increasing to the peaking in 2010. And the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research. Moreover the research focuses on are mainly survey research and empirical research, in order to explore experience effect in E-Learning research. Also the limitations and future research of these research were discussed, so that the direction for further research work can be exploited

  15. Innovation Research in E-Learning

    Science.gov (United States)

    Wu, Bing; Xu, WenXia; Ge, Jun

    This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning innovation research in E-Learning. The result indicates that the number of literature productions on innovation research in ELearning is still growing from 2005. The main research development country is England, and from the analysis of the publication year, the number of papers is increasing peaking in 25% of the total in 2010. Meanwhile the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research, Computer Science, Interdisciplinary Applications and Computer Science, Software Engineering. Moreover the research focuses on are mainly conceptual research and empirical research, which were used to explore E-Learning in respective of innovation diffusion theory, also the limitations and future research of these research were discussed for further research.

  16. Naturalistic Inquiry in E-Learning Research

    Directory of Open Access Journals (Sweden)

    Shirley Agostinho

    2005-03-01

    Full Text Available In this article, the author explains how and why one particular qualitative research approach, the naturalistic inquiry paradigm, was implemented in an e-learning research study that investigated the use of the World Wide Web technology in higher education. A framework is presented that situates the research study within the qualitative research literature. The author then justifies how the study was compliant with naturalistic inquiry and concludes by presenting a model for judging the quality of such research. The purpose of this article is to provide an example of how naturalistic inquiry can be implemented in e-learning research that can serve as a guide for researchers undertaking this form of qualitative inquiry. As such, the focus of the article is to illustrate how methodological issues pertaining to naturalistic inquiry were addressed and justified to represent a rigorous research approach rather than presenting the results of the research study.

  17. Assessment on Hybrid E-Learning Instrument

    OpenAIRE

    Intan Farahana Kamsin; Rosseni Din

    2015-01-01

    This study aims to improve Hybrid e-Learning 9.3. A total of 233 students of International Islamic University Malaysia, Gombak who have the experience in hybrid teaching and learning were involved as respondents. Rasch Measurement Model was used for this study. Validity analyses conducted were on (i) the compatibility of the items, (ii) mapping of items and respondents, (iii) scaling of instruments, and (iv) unidimentional items. The findings of the study show that (i) the items developed cor...

  18. Modern technologies in e-learning

    OpenAIRE

    Kubičková, Barbora

    2013-01-01

    This thesis is focused on the educational theories, forms of training, development and types of e - learning. Then there are mentioned new online educational technologies, pros and cons of on-line learning and its trends (gamification, social learning, MOOCs, etc.). This theoretical knowledge is necessary for understanding the principles of the on-line education and importance of massive open online courses. One part of the practical section concentrates on the results of a questionnaire rega...

  19. E-learning. Today and tomorrow

    International Nuclear Information System (INIS)

    Gelbke, Silvana

    2010-01-01

    Today, new technologies revolutionize the way of handling information, exchanging knowledge and learning. The definition of the term ''e-learning'' mostly comprehends teaching and learning using a range of electronic media (Internet, CD-ROMs). However, further differentiation is necessary to describe the entire spectrum of methods included in this term. These different approaches are reflected in their implementation by the companies presented. (orig.)

  20. Constructing Pedagogical Models For E-learning

    OpenAIRE

    Patricia Alejandra Behar

    2011-01-01

    This article brings forth an overview of the paradigmatic crisis and the introduction of new pedagogical practices. It also discusses the relationship between paradigm and pedagogical model, presenting a theoretical discussion on the concepts of pedagogical model for E-learning and its pedagogical architecture. To do so, the elements that are part of it such as organizational aspects, content, methodological and technological aspects are discussed. This theoretical discussion underlies the co...

  1. Maths: from distance to e-learning

    Directory of Open Access Journals (Sweden)

    David Álvarez Jiménez

    2015-08-01

    Full Text Available New technological progress and especially the use of Internet have implied a new paradigm on education, and nowadays one of its most prominent features is the rise of a new approach based on an instruction beyond the solid walls of schools and characterized by mobility. That is, e-learning. However, its origins and concept can be traced in time. This paper, focused on mathematics, deals with its evolution, antecedents and present status.

  2. E-Learning dengan Menggunakan COI Framework

    Directory of Open Access Journals (Sweden)

    Lydiawati Kosasih

    2013-12-01

    Full Text Available This study discusses some considerations in education to achieve a good quality of learning by utilizing technological advances such as E-Learning. This study uses a model of Community of Inquiry (COI as a comparative study to improve the quality of E-Learning program. Implementation of COI model in discussionforum on BiNusMaya through E-Learning is able to improve the quality of a discussion as improvement of knowledge management. This study aims to provide a proposal to the Department of Information Systems Bina Nusantara University in enhancing the effectiveness of the use of discussion forums on BiNusMaya (ELearning. By presenting the survey results related to the Binusmaya current condition,s such constraints and development expectations of both the lecturers and students for Binusmaya can be described. In addition, theapplication of CoI model is presented in a learning process especially when meeting outside of class (without face-to-face. The results of this study is expected to be the basis for developing a COI model design and implementation plan in Management Information Systems course, that may improve the quality of the use of discussion forums as part of the knowledge management process in future study.

  3. Motivation og refleksion i e-learning

    DEFF Research Database (Denmark)

    Majgaard, Gunver; Thisted, Anni

    2009-01-01

    , spilelementer (serious gaming) og opslugthed (flow) og dermed et grundlag for at stimulere refleksion og motivation. Målet med artiklen er at give inspiration til praktikere, som udvikler e-learning til individuelt brug, og som ønsker at gøre e-learning engagerende og motiverende og samtidig opnå væsentlig...... læringsdybde.   Artiklen giver en introduktion til udvalgte teoretikere, som arbejder med motivation og opslugthed og er krydret med eksempler fra en undersøgelse af en individuel e-learning-applikation fra den finansielle sektor, som understøtter social stimulation. Applikationen er udviklet med henblik på......Hvad sker der med motivation og refleksion, når individuel læring understøttes af digitale medier? Individuel læring giver en række begrænsninger på grund af manglende samspil med andre kursister, men samtidig giver digitale læringsmedier muligheder for bevidst at arbejde med læringsstile...

  4. Pediatric emergency medicine asynchronous e-learning: a multicenter randomized controlled Solomon four-group study.

    Science.gov (United States)

    Chang, Todd P; Pham, Phung K; Sobolewski, Brad; Doughty, Cara B; Jamal, Nazreen; Kwan, Karen Y; Little, Kim; Brenkert, Timothy E; Mathison, David J

    2014-08-01

    Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning. © 2014 by the Society for Academic Emergency Medicine.

  5. e-Learning for Lifelong Learning in Denmark

    DEFF Research Database (Denmark)

    Buhl, Mie; Andreasen, Lars Birch

    2010-01-01

    The chapter on 'e-Learning for Lifelong Learning in Denmark' is part of an international White Paper, focusing on educational systems, describing status and characteristics and highlighting specific cases of e-learning and of lifelong learning....

  6. e-Learning readiness amongst nursing students at the Durban ...

    African Journals Online (AJOL)

    e-Learning readiness amongst nursing students at the Durban University of ... make the shift from traditional learning to the technological culture of e-Learning at a ... equipment and technological readiness for the change in learning method.

  7. Priority Fields of E-learning Development in Russia

    OpenAIRE

    Filippova, Tatyana

    2015-01-01

    The paper analyzes the advantages and disadvantages of e-learning application by all the subjects of educational process in Russia. Hereon, the fields that allow increasing the efficient use of e-learning in educational process were shown.

  8. A Self-Paced Online Module for Teachers Using Climate Change as a Context for Bringing Sustainability Education to the Classroom

    Science.gov (United States)

    Metzger, E. P.; Santone, S.; Smith, G.; Cordero, E.

    2013-12-01

    Sustainability education is an approach to learning that builds knowledge, skills, and values needed to create lasting economic prosperity, environmental health, and social justice. In collaboration with Creative Change Educational Solutions (http://www.creativechange.net/) and with funding from the Clarence E. Heller Charitable Foundation and NASA, scientists and science educators at San José State University (SJSU) are developing an online 'Introduction for Sustainability' course for middle and high school educators. The module will introduce sustainability as a context for learning, highlight connections to climate change science and solutions, and provide strategies for linking the environmental, economic and social dimensions of climate destabilization to fundamental sustainability concepts. This self-paced course will be piloted during the 2013-2014 academic year. Upon completion, participants will receive inexpensive university credit ( $50/unit) from SJSU. Course goals are to demonstrate the applicability of sustainability themes across disciplines; increase learners' knowledge about the causes and impacts of climate change and related sustainability challenges; and support learners in integrating course content and methods into their classroom teaching. Course activities combine: 1) reading selections and questions; 2) online discussion; 3) digital media (short videos and tutorials); and 4) journal entries and other written assignments, including consideration of how course content aligns with the Common Core and Next Generation Science Standards. The module is divided into five sections: 1) Defining What Matters - What Do We All Need for a Fulfilling Life?; 2) The Commons and Ecosystem Services; 3) Causes and Impacts of Climate Change; 4) Individual and Collective Actions to Mitigate Its Effects; and 5) Integrating Sustainability into the Curriculum. Initial recruitment for the course will take place among participants in workshops offered by the Bay

  9. Blended e-learning Design: Discussion of Cultural Issues

    OpenAIRE

    Ahmed A Al-Hunaiyyan; Salah AL-Sharhan; Nabeel Al-Huwail

    2008-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emph...

  10. Critical success factors for implementing healthcare e-Learning.

    Science.gov (United States)

    Lee, Te-Shu; Kuo, Mu-Hsing; Borycki, Elizabeth M; Yunyong, David

    2011-01-01

    The use of e-Learning in educational institutes has rapidly increased along with the development of information and communication technology (ICT). In healthcare, more medical educators are using e-Learning to support their curriculum design, delivery and evaluation. However, no systematic work exists on characterizing a collective set of Critical Success Factors (CSFs) for implementing e-Learning in the healthcare education institutions. The aim of this paper is to study the CSFs of implementing healthcare e-Learning.

  11. Cultural Differences in E-Learning: Exploring New Dimensions

    OpenAIRE

    Hameed, Nazia; Shaikh, Maqbool Uddin; Hameed, Fozia; Shamim, Azra

    2016-01-01

    Rapid development of Internet and information technologies has gifted us with a new and diverse mode of learning known as e-learning. In the current era, e-learning has made rapid, influential, universal, interactive, vibrant, and economic development. Now e-learning has become a global mode of education. E-learning means the use of internet, computer and communications technologies to acquire education. Learners with diverse social, cultural, economic, linguistic, and religious backgrounds f...

  12. E-learning challenges faced by academics in higher education

    OpenAIRE

    Islam, Nurul; Beer, Martin; Slack, Frances

    2015-01-01

    E-learning has become a necessity in higher education institutions and is being deployed in educational establishments throughout the world. Researchers have made much emphasis on its benefits but not much is discussed on the disadvantages of e-learning technology. This paper references some of the research work on the limitations of e-learning technology, categorises it in five challenges that teachers are faced with and suggestions for a successful e-learning outcome. This paper also discus...

  13. E-Learning Readiness in the Academic Sector of Thailand

    Science.gov (United States)

    Laohajaratsang, Thanomporn

    2009-01-01

    As e-learning in the academic sector serves as a crucial driving force in the development of e-learning in Thailand, this article looks at e-learning readiness in Thailand with a focus on the academic sector. The article is divided into four parts: (1) a brief history of e-learning in Thailand; (2) the infrastructure related to e-learning…

  14. Cultural impacts on e-learning systems' success

    OpenAIRE

    Aparicio, M.; Bação, F.; Oliveira, T.

    2016-01-01

    WOS:000383295100007 (Nº de Acesso Web of Science) E-learning systems are enablers in the learning process, strengthening their importance as part of the educational strategy. Understanding the determinants of e-learning success is crucial for defining instructional strategies. Several authors have studied e-learning implementation and adoption, and various studies have addressed e-learning success from different perspectives. However, none of these studies have verified whether students' c...

  15. Model Manajemen E-learning di Perguruan Tinggi

    OpenAIRE

    Prasojo, Lantip Diat

    2009-01-01

    Information and Communication Technology (ICT) is growing fast included in the case of learning management based on ICT. Learning management based on ICT which is being trend namely e-learning management. E-learning management has implemented to educational institutions. Based on the background, thus emerged general problem ”how e-learning management at university can increase quality college students' learning outcome quality”.The effectiveness and efficiency of E-learning management at univ...

  16. eLearning Attitudes in Botswana’s Private Sector

    OpenAIRE

    Nleya , Paul ,

    2011-01-01

    International audience; The study investigated eLearning attitudes in Botswana’s private sector. Selected companies in Gaborone, (Botswana) served as the unit of analysis. The study used a multi-pronged approach for data collection. The results show positive attitudes towards eLearning. However, current organizational policy did not accommodate training via eLearning. The results also suggest that eLearning counters threat of national and international private seizure of employee markets. All...

  17. Evaluating Usability of E-Learning Systems in Universities

    OpenAIRE

    Nicholas Kipkurui Kiget; Professor G. Wanyembi; Anselemo Ikoha Peters

    2014-01-01

    The use of e-learning systems has increased significantly in the recent times. E-learning systems are supplementing teaching and learning in universities globally. Kenyan universities have adopted e-learning technologies as means for delivering course content. However despite adoption of these systems, there are considerable challenges facing the usability of the systems. Lecturers and students have different perceptions in regard to the usability of e-learning systems. The aim of this study ...

  18. Use of Effective Audio in E-learning Courseware

    OpenAIRE

    Ray, Kisor

    2015-01-01

    E-Learning uses electronic media, information & communication technologies to provide education to the masses. E-learning deliver hypertext, text, audio, images, animation and videos using desktop standalone computer, local area network based intranet and internet based contents. While producing an e-learning content or course-ware, a major decision making factor is whether to use audio for the benefit of the end users. Generally, three types of audio can be used in e-learning: narration, mus...

  19. Implementation of standards within eLearning information systems

    OpenAIRE

    Roman Malo

    2007-01-01

    Nowadays, eLearning standards' support within eLearning systems is much discussed problem. In this problem domain especially the reference model SCORM must be considered. This de-facto standard is a package of common standards and specifications used for the standardization of eLearning activities as eLearning content preparation, using e-course, communication etc. Implementation of standards itself is a process with great difficulty and time requests. Interesting and considerable approach to...

  20. Building (e-)learning bridges between Portugal and Turkey

    OpenAIRE

    Lencastre, José Alberto; Bronze, José Carlos; Ilin, Sukru Çetin; Özonur, Mesut

    2014-01-01

    E-Learning has revolutionized learning as we know it [1]. Shifting beyond traditional mode of education, e-Learning has become an advantage for all learners in general. Further, e-Learning also bridges the gap of learning across borders, emerging as the new paradigm of modern education [2]. With e-Learning, learners can have access to training in other universities and to academic resource materials from other countries, thereby broadening the knowledge base of students. Despite these promisi...

  1. Intelligent Fuzzy Spelling Evaluator for e-Learning Systems

    Science.gov (United States)

    Chakraborty, Udit Kr.; Konar, Debanjan; Roy, Samir; Choudhury, Sankhayan

    2016-01-01

    Evaluating Learners' Response in an e-Learning environment has been the topic of current research in areas of Human Computer Interaction, e-Learning, Education Technology and even Natural Language Processing. The current paper presents a twofold strategy to evaluate single word response of a learner in an e-Learning environment. The response of…

  2. E-Learning Capability Maturity Level in Kingdom of Bahrain

    Science.gov (United States)

    Al-Ammary, Jaflah; Mohammed, Zainab; Omran, Fatima

    2016-01-01

    Despite the effectiveness of using e-learning, educational institutions are still facing many challenges with the e-learning infrastructure and technical aspects, practices and capabilities, and improvement in learning outcome. Hence, a need for framework to benchmark the e-learning capability maturity level and measure the extent to what it is…

  3. Trajectories of Attaining and Sustaining Quality in E-learning ...

    African Journals Online (AJOL)

    Trajectories of Attaining and Sustaining Quality in E-learning. ... Log in or Register to get access to full text downloads. ... Experts must be employed who will evaluate appropriateness of e-learning procedures, accuracy of e-learning content ...

  4. The State of E-Learning in Canada

    Science.gov (United States)

    Canadian Council on Learning, 2009

    2009-01-01

    The objective of this report is to improve Canadians' understanding of e-learning--particularly of the challenges, limitations and benefits--so that Canada may move forward in appropriate and relevant ways. Levels of adoption of e-learning have been significantly slower than predicted. This report also identifies areas related to e-learning where…

  5. Improving the Design of Workplace E-Learning Research

    Science.gov (United States)

    Dubois, Cathy; Long, Lori

    2012-01-01

    E-learning researchers face considerable challenges in creating meaningful and generalizable studies due to the complex nature of this dynamic training medium. Our experience in conducting workplace e-learning research led us to create this guide for planning research on e-learning. We share the unanticipated complications we encountered in our…

  6. e-Learning for the elderly on drug utilization: A pilot study.

    Science.gov (United States)

    Throfast, Victoria; Hellström, Lina; Hovstadius, Bo; Petersson, Göran; Ericson, Lisa

    2017-05-01

    This study explores the attitudes of elderly people to the use of electronic educational technology (e-learning) on drug utilization, with particular emphasis on the layout, usability, content, and level of knowledge in the tool. e-Learning modules were evaluated by a group of elderly people (aged ⩾65 years, n = 16) via a questionnaire comprising closed and open-ended questions. Both qualitative and quantitative analyses of the responses showed mostly positive reviews. The results indicate that the e-learning modules are a suitable tool for distributing information and education and that they can be managed by elderly individuals who are familiar with computers, allowing them to learn more about medication use.

  7. Enhancing E-Learning with VRML Techniques

    OpenAIRE

    Sangeetha Senthilkumar; E. Kirubakaran

    2011-01-01

    Virtual Reality (VR) is a computer-generated three-dimensional space that is multi-sensorial, interactive and engaging. Virtual reality is an artificial environment that is created with software and presented to the user in such a way that the user suspends belief and accepts it as a real environment. On a computer, virtual reality is primarily experienced through two of the five senses: sight and sound. This research paper is focused on enhancing E-Learning using the three dimensional Web Te...

  8. Blended Learning or E-learning?

    OpenAIRE

    Tayebinik, Maryam; Puteh, Marlia

    2013-01-01

    ICT or Information and Communication Technology has pervaded the fields of education.In recent years the term e-learning has emerged as a result of the integration of ICT in the education fields. Following the application this technology into teaching, some pitfalls have been identified and this have led to the Blended learning phenomenon.However the preference on this new method has been debated quite extensively.The aim of this paper is to investigate the advantages of blended learning over...

  9. An investigation of factors influencing healthcare workers' use and acceptance of e-learning in post-school healthcare education.

    Science.gov (United States)

    Mikalsen, Marius; Walderhaug, Ståle

    2009-01-01

    The objective of the study presented here was to perform an empirical investigation on factors affecting healthcare workers acceptance and utilisation of e-learning in post-school healthcare education. E-learning benefits are realised when key features of e-learning are not only applied, but deemed useful, compatible with the learning process and supportive in order to reach the overall goals of the learning process. We conducted a survey of 14 state-enrolled nurses and skilled-workers within the field of healthcare in Norway. The results show that perceived compatibility and subjective norm explain system usage of the e-learning tool amongst the students. We found that the fact that the students considered the e-learning to be compatible with the course in question had a positive effect on e-learning tool usage. We also found support for factors such as facilitating conditions and ease of use leads to the e-learning tool being considered useful.

  10. Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices

    OpenAIRE

    Scott, Karen M.

    2014-01-01

    As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who ...

  11. The evolution of e-learning and e-learning in evolution

    Directory of Open Access Journals (Sweden)

    Anna Lamandini

    2009-07-01

    Full Text Available In this article the author sets out to compare and analyse models for e-learning that have evolved passing from the characteristics of Web 1.0 to those of Web 2.0, and to propose 2 possible applications: PLE or Personal Learning Environment and VLP or Virtual Learning Place. For each one, specific aspects and guidance are highlighted while recognising that the concept of E- learning has evolved in connection with Lifelong Learning in the programmes and actions of the European Commission.

  12. E-Learning and Role of World Wide Web in E-Learning

    OpenAIRE

    Jahankhani, Hossein

    2012-01-01

    This paper reviews some of the aspects of the E-learning through the World Wide Web. E-revolution as new phenomenon influenced the society by its means and strategies. E-learning is one of the sub-products of E-revolution, towards making more convenient and effective learning. In time Internet become a source of information, people start to learn through the Internet instead of books. It gives the flexibility to remote access at any time. The working people and the students are inspired by th...

  13. Heuristic Evaluation of E-Learning Courses: A Comparative Analysis of Two E-Learning Heuristic Sets

    Science.gov (United States)

    Zaharias, Panagiotis; Koutsabasis, Panayiotis

    2012-01-01

    Purpose: The purpose of this paper is to discuss heuristic evaluation as a method for evaluating e-learning courses and applications and more specifically to investigate the applicability and empirical use of two customized e-learning heuristic protocols. Design/methodology/approach: Two representative e-learning heuristic protocols were chosen…

  14. Blended e-learning Design: Discussion of Cultural Issues

    Directory of Open Access Journals (Sweden)

    Ahmed A Al-Hunaiyyan

    2008-06-01

    Full Text Available Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emphasizes on the importance of cultural learning objects (CLO and its role in the design of multimedia-based e-learning systems.

  15. E-LEARNING-IMPLICATIONS FOR ADULT LEARNING

    Directory of Open Access Journals (Sweden)

    Roxana CRIU

    2013-04-01

    Full Text Available If a few decades ago, the education received in school could be in most of the cases enough to go with for the rest of one’s entire life, today the situation has changed dramatically. The individual has to be prepared for a new type of life and training, namely lifelong learning. The individual’s survival in society could depend on his capacity to learn, to re-qualify, to forget what he once learned and to train for the future in an entirely different manner. Within this context, e-learning and distance education can be viable alternatives for the necessary and imperative adaptation process. Modern man’s education has to go beyond the stage of level oriented education (limited in terms of trainee number and training duration and advance towards continuous education, which is able to train the individual irrespective of his location and with no limitations in terms of time. The passage towards the information society involves mutations in the object of the activities, mainly in terms of selecting, storing, preserving, managing and protecting information. Against this extremely fluctuant background, a relevant question rises: is the adult capable of coping, both individually and socially, with the challenge of e-learning?

  16. E-LEARNING AND LIFELONG LEARNING

    Directory of Open Access Journals (Sweden)

    George S. MOUZAKITIS

    2011-01-01

    Full Text Available It is supported that the object of education is to provide results. Hence, it is of crucial importance to economic development globally. In our era, globalization is a highly disputable event with strong persuasive arguments and equally solid disagreements. The impact of globalization in our everyday activities has been increased. In parallel, technological developments have contributed considerably to dramatic changes in economic, social and educational sectors. Globalization trends and technological developments demand from enterprises and educational organizations innovative ways of business practices and educational delivery in order to cope with the real market demands. Educational planners and policy makers have been trying to design new curricula in an attempt to adequately prepare the workforce to meet the current market requirements. Yet, the anticipated results have not been attained mainly because traditional educational systems proved to be inadequate to link the supply of knowledge and skills with the contemporary needs. This paper will connect e-learning educational/training courses delivery with lifelong learning (LLL. It will further analyze certain factors from the professional and educational point of view and provide recommendations on how to accelerate the implementation of LLL supported by e-learning.

  17. Effectiveness of E-learning in pharmacy education.

    Science.gov (United States)

    Salter, Sandra M; Karia, Ajay; Sanfilippo, Frank M; Clifford, Rhonda M

    2014-05-15

    Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels.

  18. Intelligent e-Learning Systems: An Educational Paradigm Shift

    Directory of Open Access Journals (Sweden)

    Suman Bhattacharya

    2016-12-01

    Full Text Available Learning is the long process of transforming information as well as experience into knowledge, skills, attitude and behaviors. To make up the wide gap between the demand of increasing higher education and comparatively limited resources, more and more educational institutes are looking into instructional technology. Use of online resources not only reduces the cost of education but also meet the needs of society. Intelligent e-learning has become one of the important channels to reach out to students exceeding geographic boundaries. Besides this, the characteristics of e-learning have complicated the process of education, and have brought challenges to both instructors and students. This paper will focus on the discussion of different discipline of intelligent e-learning like scaffolding based e-learning, personalized e-learning, confidence based e-learning, intelligent tutoring system, etc. to illuminate the educational paradigm shift in intelligent e-learning system.

  19. Effectiveness of E-learning in Pharmacy Education

    Science.gov (United States)

    Karia, Ajay; Sanfilippo, Frank M.; Clifford, Rhonda M.

    2014-01-01

    Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels. PMID:24850945

  20. Exploring the Dimensions of E-learning Maturity Model

    Directory of Open Access Journals (Sweden)

    George Maher Iskander

    2012-06-01

    Full Text Available Despite the highlighting on e-learning, it was obvious that models for successful deployment have not yet been recognized. Even with the huge quantities of money being spent, it is not clear that any enhancement in student learning outcomes has been recognized. To address this issue, this qualitative research aimed to explore and understand dimensions of E-learning Maturity Model (ELMM. An inductive approach, using qualitative methods, was used in this research. Fifty interviewees suggested five dimensions: Students' Attitudes, University attitudes from students’ perspectives, E-learning features, E-learning implementation and Effects of E-learning on students. Students from different majors and levels participated in this study. Findings of this study show that, there are significant five factors which formulate ELMM. Moreover, the study demonstrates that e-learning features have significant effects on student. It also highlights the relevance of using qualitative research in exploring maturity concept in e- learning.

  1. Process management tools in higher education e-learning

    DEFF Research Database (Denmark)

    Levinsen, Karin

    2005-01-01

    Online education is a growing trend world wide - eg. in-service training in large, especially trans- and multinational organizations (Turban et al. 2006); online and blended mode educations at universities (J. Drummond Bone 2004, OECD-report 2004); and educational programmes in developing countries...... (Daniel et al. 2005, D'Antoni 2005). Concurrently sharing of knowledge and online community building in general are acknowledged as important drivers in informal learning processes, while online learning in formalized educations tend towards an increasing adoption of collaborative learning...... as the pedagogic frame (Laurillard 2002, Salmon 2003). However, as one major driver in the general adoption of online education is economy, yet another trend is to raise the volume of learners passing through any education pr. time unit....

  2. Facebook as e-learning tool for higher education institutes

    Directory of Open Access Journals (Sweden)

    Ijaz A. Qureshi

    2014-12-01

    Full Text Available World is changing day by day in every aspect of life. A Smart City is an answer to different challenges such as socio-economic development and quality of life. In the way intelligent technology has brought enormous changes in urban development by altering the relation of production, consumption and distribution, it is now bringing enormous changes to the education sector. By providing technological opportunities for various ways of communication, the relationship between instructors and students has improved. Taking consideration of Facebook popularity in students, we argue that it can be used for educational purposes as well. A research study was conducted to analyze the student’s responses towards the use of Facebook for educational purposes based on a use case of educational institutions in Pakistan. We distributed 180 questionnaires among graduate and undergraduate students, out of which we received 140 completed questionnaires. The questionnaire was designed based on the four variables: Student’s perception, Academic Contribution, Student Faculty Relationship, and Concerns for Privacy and Distraction. The results demonstrate the willingness of students to use Facebook and social media for educational purposes alongside with their use for social purposes. The way, the enhanced link between students and faculty can contribute to the enrichment of cooperation and interaction in terms of connectivity between people, urban eco-system development and Smart Cities.

  3. Development of a virtual lab for practical eLearning in eHealth.

    Science.gov (United States)

    Herzog, Juliane; Forjan, Mathias; Sauermann, Stefan; Mense, Alexander; Urbauer, Philipp

    2015-01-01

    In recent years an ongoing development in educational offers for professionals working in the field of eHealth has been observed. This education is increasingly offered in the form of eLearning courses. Furthermore, it can be seen that simulations are a valuable part to support the knowledge transfer. Based on the knowledge profiles defined for eHealth courses a virtual lab should be developed. For this purpose, a subset of skills and a use case is determined. After searching and evaluating appropriate simulating and testing tools six tools were chosen to implement the use case practically. Within an UML use case diagram the interaction between the tools and the user is represented. Initially tests have shown good results of the tools' feasibility. After an extensive testing phase the tools should be integrated in the eHealth eLearning courses.

  4. The Importance of Human-Computer Interaction in Radiology E-learning

    NARCIS (Netherlands)

    den Harder, Annemarie M; Frijlingh, Marissa; Ravesloot, Cécile J; Oosterbaan, Anne E; van der Gijp, Anouk

    2016-01-01

    With the development of cross-sectional imaging techniques and transformation to digital reading of radiological imaging, e-learning might be a promising tool in undergraduate radiology education. In this systematic review of the literature, we evaluate the emergence of image interaction

  5. An e-Learning Collaborative Filtering Approach to Suggest Problems to Solve in Programming Online Judges

    Science.gov (United States)

    Toledo, Raciel Yera; Mota, Yailé Caballero

    2014-01-01

    The paper proposes a recommender system approach to cover online judge's domains. Online judges are e-learning tools that support the automatic evaluation of programming tasks done by individual users, and for this reason they are usually used for training students in programming contest and for supporting basic programming teachings. The…

  6. E-Learning Adoption: The Role of Relative Advantages, Trialability and Academic Specialisation

    Science.gov (United States)

    Hsbollah, Hafizah Mohamad; Idris, Kamil Md.

    2009-01-01

    Purpose: The purpose of this paper is to investigate Universiti Utara Malaysia UUM lecturers' perception of the decision regarding adopting e-learning as a teaching tool. Design/methodology/approach: Data were collected from 244 lecturers in Universiti Utara Malaysia. Internal consistency using Cronbach alpha and exploratory factor analysis with…

  7. A Methodological Approach to Support Collaborative Media Creation in an E-Learning Higher Education Context

    Science.gov (United States)

    Ornellas, Adriana; Muñoz Carril, Pablo César

    2014-01-01

    This article outlines a methodological approach to the creation, production and dissemination of online collaborative audio-visual projects, using new social learning technologies and open-source video tools, which can be applied to any e-learning environment in higher education. The methodology was developed and used to design a course in the…

  8. Effective Trust-Aware E-learning Recommender System Based on Learning Styles and Knowledge Levels

    Science.gov (United States)

    Dwivedi, Pragya; Bharadwaj, Kamal K.

    2013-01-01

    In the age of information explosion, e-learning recommender systems (ELRSs) have emerged as the most essential tool to deliver personalized learning resources to learners. Due to enormous amount of information on the web, learner faces problem in searching right information. ELRSs deal with the problem of information overload effectively and…

  9. Pedagogically-Driven Ontology Network for Conceptualizing the e-Learning Assessment Domain

    Science.gov (United States)

    Romero, Lucila; North, Matthew; Gutiérrez, Milagros; Caliusco, Laura

    2015-01-01

    The use of ontologies as tools to guide the generation, organization and personalization of e-learning content, including e-assessment, has drawn attention of the researchers because ontologies can represent the knowledge of a given domain and researchers use the ontology to reason about it. Although the use of these semantic technologies tends to…

  10. WAsP E-learning - Developing and running an interactive online course

    DEFF Research Database (Denmark)

    Badger, Merete; Prag, Sidsel-Marie Winther; Jowitt, William Richard

    This report describes the development and testing of an E-learning course in WAsP – the Wind Atlas Analysis and Application Program. WAsP is the industry standard tool for wind energy resource assessment. The software is developed and distributed by the Department of Wind Energy at the Technical...

  11. Loyalty Switching from Traditional to e-Learning in Indian Higher Education: A Markov Chain Analysis

    Science.gov (United States)

    Rajasekhar, Mamilla; Anitha, Cuddapah

    2005-01-01

    It is high time for Indian universities to transform themselves from sellers to marketers, though they are non-profit organizations, in marketing their degrees to its customers (students). In this direction e-learning could be one of the tools that helps achieve this objective. The authors in this survey-based article studied the consumers'…

  12. Consensus on Quality Indicators of Postgraduate Medical E-Learning: Delphi Study

    Science.gov (United States)

    Walsh, Kieran; Westerman, Michiel; Scheele, Fedde

    2018-01-01

    Background The progressive use of e-learning in postgraduate medical education calls for useful quality indicators. Many evaluation tools exist. However, these are diversely used and their empirical foundation is often lacking. Objective We aimed to identify an empirically founded set of quality indicators to set the bar for “good enough” e-learning. Methods We performed a Delphi procedure with a group of 13 international education experts and 10 experienced users of e-learning. The questionnaire started with 57 items. These items were the result of a previous literature review and focus group study performed with experts and users. Consensus was met when a rate of agreement of more than two-thirds was achieved. Results In the first round, the participants accepted 37 items of the 57 as important, reached no consensus on 20, and added 15 new items. In the second round, we added the comments from the first round to the items on which there was no consensus and added the 15 new items. After this round, a total of 72 items were addressed and, of these, 37 items were accepted and 34 were rejected due to lack of consensus. Conclusions This study produced a list of 37 items that can form the basis of an evaluation tool to evaluate postgraduate medical e-learning. This is, to our knowledge, the first time that quality indicators for postgraduate medical e-learning have been defined and validated. The next step is to create and validate an e-learning evaluation tool from these items. PMID:29699970

  13. Consensus on Quality Indicators of Postgraduate Medical E-Learning: Delphi Study.

    Science.gov (United States)

    de Leeuw, Robert Adrianus; Walsh, Kieran; Westerman, Michiel; Scheele, Fedde

    2018-04-26

    The progressive use of e-learning in postgraduate medical education calls for useful quality indicators. Many evaluation tools exist. However, these are diversely used and their empirical foundation is often lacking. We aimed to identify an empirically founded set of quality indicators to set the bar for “good enough” e-learning. We performed a Delphi procedure with a group of 13 international education experts and 10 experienced users of e-learning. The questionnaire started with 57 items. These items were the result of a previous literature review and focus group study performed with experts and users. Consensus was met when a rate of agreement of more than two-thirds was achieved. In the first round, the participants accepted 37 items of the 57 as important, reached no consensus on 20, and added 15 new items. In the second round, we added the comments from the first round to the items on which there was no consensus and added the 15 new items. After this round, a total of 72 items were addressed and, of these, 37 items were accepted and 34 were rejected due to lack of consensus. This study produced a list of 37 items that can form the basis of an evaluation tool to evaluate postgraduate medical e-learning. This is, to our knowledge, the first time that quality indicators for postgraduate medical e-learning have been defined and validated. The next step is to create and validate an e-learning evaluation tool from these items. ©Robert Adrianus de Leeuw, Kieran Walsh, Michiel Westerman, Fedde Scheele. Originally published in JMIR Medical Education (http://mededu.jmir.org), 26.04.2018.

  14. A kindergarten experiment in linguistic e-learning

    DEFF Research Database (Denmark)

    Valente, Andrea; Marchetti, Emanuela

    2006-01-01

    As part of the BlaSq project, we are developing a set of linguistic games to be used in kindergartens. The first of these games is Crazipes, that we are currently testing in a Danish kindergarten, with the support of the local teachers. Here we discuss the architecture of the game, its potentials...... as a linguistic e-learning tool, together with the design and methodology adopted for the study. Some early results are also discussed.......As part of the BlaSq project, we are developing a set of linguistic games to be used in kindergartens. The first of these games is Crazipes, that we are currently testing in a Danish kindergarten, with the support of the local teachers. Here we discuss the architecture of the game, its potentials...

  15. E-Learning as an Opportunity for the Public Administration

    Science.gov (United States)

    Casagranda, Milena; Colazzo, Luigi; Molinari, Andrea; Tomasini, Sara

    In this paper we will describe the results of a learning project in the Public Administration, highlighting the methodological approach based on a blended training model in a context that has never experienced this type of activities. The observations contained in the paper will be focused on the evaluation results of this experience and the redesign elements in term of alternation between the classroom and distance training, methodologies, the value and use of the e-learning platform and learning evaluation. The elements that emerge will also provide the basis for the design of future teaching actions for this context (in which at this moment we are involved). The objective is to identify a "learning model", related also to the use of technological tools that are able to support lifelong learning and to define dynamics and process relating to facilitating learning activities of teachers and tutors.

  16. Eliciting design patterns for e-learning systems

    Science.gov (United States)

    Retalis, Symeon; Georgiakakis, Petros; Dimitriadis, Yannis

    2006-06-01

    Design pattern creation, especially in the e-learning domain, is a highly complex process that has not been sufficiently studied and formalized. In this paper, we propose a systematic pattern development cycle, whose most important aspects focus on reverse engineering of existing systems in order to elicit features that are cross-validated through the use of appropriate, authentic scenarios. However, an iterative pattern process is proposed that takes advantage of multiple data sources, thus emphasizing a holistic view of the teaching learning processes. The proposed schema of pattern mining has been extensively validated for Asynchronous Network Supported Collaborative Learning (ANSCL) systems, as well as for other types of tools in a variety of scenarios, with promising results.

  17. Entornos de e-learning para la asignatura de educación musical en primaria. Caso de estudio los blogs de Enxaneta

    Directory of Open Access Journals (Sweden)

    Feliu Camprubí Soler

    2013-05-01

    The music is a compulsory subject in the first stage of primary education. We detected several teachers from different educational areas, including the area of music, using e-learning platforms and web tools for teaching the curriculum that marks the “Department of Education of the Generalitat de Catalunya”.Through the sample of e-learning platforms in music education, have identified four schools with blogs as e-learning platforms.

  18. TEACHER’S PROFESSIONAL COMPETENCE IN E-LEARNING ENVIRONMENT: CONTENT AND SPHERES OF APPLICATION

    Directory of Open Access Journals (Sweden)

    Irene Stetsenko

    2015-09-01

    Full Text Available The article lays bare the notion “e-learning”. It presents and reasons the advantages of using e-learning tools and technologies. It shows the contents of teachers’ professional competence in the field of information and communication technologies. The problems and ways to compile and update the skills required to work effectively in e-learning environment in the context of continuous pedagogical educational system (pedagogical high school student-teacher-teacher educational organization are discussed in the article as well.

  19. An approach for investigation of secure access processes at a combined e-learning environment

    Science.gov (United States)

    Romansky, Radi; Noninska, Irina

    2017-12-01

    The article discuses an approach to investigate processes for regulation the security and privacy control at a heterogenous e-learning environment realized as a combination of traditional and cloud means and tools. Authors' proposal for combined architecture of e-learning system is presented and main subsystems and procedures are discussed. A formalization of the processes for using different types resources (public, private internal and private external) is proposed. The apparatus of Markovian chains (MC) is used for modeling and analytical investigation of the secure access to the resources is used and some assessments are presented.

  20. The impact of E-learning in medical education.

    Science.gov (United States)

    Ruiz, Jorge G; Mintzer, Michael J; Leipzig, Rosanne M

    2006-03-01

    The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.

  1. ICT for e-learning in three higher education institutions in Tanzania

    Directory of Open Access Journals (Sweden)

    Michael P. J. Mahenge

    2016-03-01

    Full Text Available The advancement in Information and Communication Technology (ICT has brought new opportunities for learning. Tanzania is adopting the new technologies in Higher Education Institutions (HEIs through e-learning and m-learning. However, delivery of learning contents is becoming a challenge for HEIs due to the constraints in resources and network bandwidth. This study discussed learners’ perceptions on using e-learning applications and mobile devices for learning in three HEIs in Tanzania. Findings show that majority of the students own more than one mobile devices which can be used as a tool for facilitating the learning process. It is suggested that in order to improve e-learning content delivery and accessibility under limited resource settings, HEIs in developing countries should make an effective use of emerging mobile computing technologies which are relevant to their respective environments.

  2. Groupware sebagai Salah Satu Teknologi Informasi untuk E- Learning (Distance Learning

    Directory of Open Access Journals (Sweden)

    Julisar Julisar

    2013-12-01

    Full Text Available E-Learning is the process of distance learning by using of computer technology, computer network and/or Internet. E-Learning is delivered by utilizing computing devices. With e-learning, lecture material can be distributed either on-line using a network connection as well as off-line using a mobile media. One type of software used in distance learning is Groupware. It is a software product to support a group of people who share a task or goal to work together to achieve that goal. Two types of groupware technology are Electronic Teleconferencing and Real-time Collaboration Tools. Electronic Teleconferencing is electronic communication technology that allows two or more people in different locations to simultaneously conduct the conference. In Video Conference, participants in a location can see the other participants who are in different locations.

  3. Strategy approach for eLearning 2.0 deployment in Universities

    Directory of Open Access Journals (Sweden)

    Oskar Casquero

    2010-12-01

    Full Text Available The institutionally powered Personal Learning Environment (iPLE constitutes our vision of how Web 2.0 technologies, people arrangement and data sharing could be applied for delivering open, flexible, distributed and learner-centred learning environments to university members. Based on the iPLE, this paper explores a strategy approach that universities could follow in order to deploy eLearning 2.0 tools and services. With that aim in mind, we review the patterns that Web 2.0 has successfully applied, and have been proved to encourage people to interact and to share information. Then, we present an eLearning 2.0 provisioning strategy based on iPLEs. Finally, we explain how this strategy can help translating Web 2.0 patterns to learning, and positioning universities as eLearning 2.0 providers.

  4. The Knowledge Circulated-Organisational Management for Accomplishing E-Learning

    Directory of Open Access Journals (Sweden)

    Toshio Okamoto

    2009-03-01

    Full Text Available Nowadays, e-Learning has been used in many kinds of educational institutes as a regular learning/teaching system. In the real practices, Educational knowledge management among the relevant organizations is quite important. This means “knowledge in universities circulated-systematic process” of finding, selecting, organising, distilling and presenting information in a way that improves a learner‟s competency and/or ability to fulfil his or her necessary learning objectives. In order to construct such educational management systems, the fundamental processing modules are required, such as a distributed file system, synchronous data communications, etc. If any applications and tools related to e-Learning can be plugged into the core framework, we can build an integrated e-Learning environment where learners/teachers can share/operate this software/data in real time. Universities also have many organisations to perform educational activities and researches. In order to operate and manage an e-Learning system, the information/knowledge occurring in each of organisations must be connected seamlessly and integrated under the standardised data format and the procedure of job-processing. In this paper, we mention the conceptual framework of Knowledge Circulated-Organizational Management according to our experiences of UEC-GP project. Moreover, we introduce how to construct & analyze the content-frames of e-Learning as technological knowledge on Instructional Design.

  5. DEVELOPMENT OF AN E-LEARNING WEB PORTAL: The Foss Approach

    Directory of Open Access Journals (Sweden)

    Azeta A. A.

    2008-04-01

    Full Text Available With the vast development of various technologies, learning today is no longer confined to classrooms with lecture delivery as the only method of conveying knowledge, rather, an electronic means of learning has continued to evolve. Electronic learning (e-Learning, which facilitates education using communications networks, has made learning possible from anywhere at anytime using the Internet, wide area networks or local area networks. Notably, e-Learning applications which have now become central to the learning process may be developed using proprietary programming tools and the process of acquiring and using them to develop large software application is not only complex but require a huge sum of money. A viable alternative is to utilize the open source software platform that allows software engineers and institutions the right to reuse, study, distribute and localize to satisfy user’s requirements. This paper provides an overview of e-Learning and the open source domain as well as discusses how open source can be used to speedily realizes the development of an e-Learning application in a web environment using an adaptive process. Specifically, the authors described their preliminary experiment of implementing an open source e-Learning platform by adapting free PHP source code and MySQL database to suit an electronic class bulletin board.

  6. [Implementation of the eLearning project NESTOR. A network for students in traumatology and orthopedics].

    Science.gov (United States)

    Back, D A; Haberstroh, N; Hoff, E; Plener, J; Haas, N P; Perka, C; Schmidmaier, G

    2012-01-01

    Modern internet-based information technologies offer great possibilities to create and improve teaching methods for students. The eLearning tool NESTOR (Network for Students in Traumatology and Orthopedics) presented here was designed to complement the existing clinical teaching in orthopedics and traumatology at the Charité, University Medicine Berlin. Using a learning management system, videos, podcasts, X-ray diagnosis, virtual patients, tests and further tools for learning and study information were combined. After implementation the eLearning project was evaluated by students. The NESTOR project offers various possibilities for knowledge acquisition. Students using the program voluntarily showed a high acceptance whereby 82.4% were very satisfied with the contents offered and 95.3% supported the idea of a future use of NESTOR in teaching. The blended learning approach was positively evaluated by 93.5% of the students. The project received the eLearning seal of quality of the Charité University Medicine Berlin. Using complex eLearning tools, such as the NESTOR project represents a contemporary teaching approach in the teaching of traumatology and orthopedics and should be offered in a blended learning context as they are well accepted by students.

  7. Do medical students watch video clips in eLearning and do these facilitate learning?

    Science.gov (United States)

    Romanov, Kalle; Nevgi, Anne

    2007-06-01

    There is controversial evidence of the impact of individual learning style on students' performance in computer-aided learning. We assessed the association between the use of multimedia materials, such as video clips, and collaborative communication tools with learning outcome among medical students. One hundred and twenty-one third-year medical students attended a course in medical informatics (0.7 credits) consisting of lectures, small group sessions and eLearning material. The eLearning material contained six learning modules with integrated video clips and collaborative learning tools in WebCT. Learning outcome was measured with a course exam. Approximately two-thirds of students (68.6%) viewed two or more videos. Female students were significantly more active video-watchers. No significant associations were found between video-watching and self-test scores or the time used in eLearning. Video-watchers were more active in WebCT; they loaded more pages and more actively participated in discussion forums. Video-watching was associated with a better course grade. Students who watched video clips were more active in using collaborative eLearning tools and achieved higher course grades.

  8. Creating an interactive Web-based e-learning course: a practical introduction for radiologists.

    Science.gov (United States)

    Hoa, Denis; Micheau, Antoine; Gahide, Gerald

    2006-01-01

    With the development of e-learning and its ability to provide rich animated content rapidly to a wide audience, new methods for teaching medical imaging have evolved. E-learning tools allow building of learner-focused structured courses. Standards such as shareable content object reference model (SCORM) or Aviation Industry Computer-based Training Committee (AICC) guidelines and recommendations provide the framework required to combine text, images, videos, animations, and quizzes for learning assessment, even if each of these elements is created with different software. The main features to consider when choosing a learning management system are content management, assessment and reporting tools, customization options, course delivery, administration, and security. The tools for building a Web-based course with pages containing text, images, videos, and Flash animations are now accessible to any radiologist. Open-source learning management systems and content authoring software are available at no cost. The authors developed e-MRI.com, a free Web-based e-learning course with interactive animations and simulations, self-tests, and clinical cases to demonstrate the potential of the latest advances in e-learning and pedagogy applied to magnetic resonance imaging physics.

  9. Effective e-learning in surgical education: the core values underpinning effective e-learning environments and how these may be enhanced for future surgical education.

    Science.gov (United States)

    Bamford, R; Coulston, J

    2016-01-01

    e-learning is a valuable tool that has a number of advantages for Surgical Oncology training and education. The rapidly evolving nature of, and limited clinical exposure to oncological practice creates challenges for surgical trainees to stay up to date and engaged. Online learning can be accessed anywhere at any time and allows trainees to develop, apply and be assessed on their learning. To be effective, it must be educationally sound and embrace technology to enhance learners' experience.

  10. Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices

    Directory of Open Access Journals (Sweden)

    Karen M. Scott

    2014-07-01

    Full Text Available As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who was inexperienced with e-learning technology, yet took over a blended unit of study with an e-learning resource that accounted for one-fifth of the subject assessment and was directed towards academic skills development relevant to the degree program. Taking a longitudinal approach, this research examines the challenges faced by the new teacher and the way she changed the e-learning resource and its implementation over two years. A focus of the research is the way the teacher's reflections on the challenges and changes provided an opportunity and stimulus for change in her e-learning beliefs and practices. This research has implications for the way universities support teachers taking over another teacher's e-learning resource, the need for explicit documentation of underpinning beliefs and structured handover, the benefit of teamwork in developing e-learning resources, and provision of on-going support.

  11. Reflections on e-Learning Readiness in Albanian Education

    Directory of Open Access Journals (Sweden)

    Ezmolda Barolli

    2009-01-01

    Full Text Available Nowadays e-Learning has been identified to be the future of learning worldwide since the very powerful platform of the Internet has accelerated the speed of communication. Adoption of e-learning has become the latest trend across universities all over the world. Albania is part of a global shift from material resources to knowledge and intellectual resources as the basis for economic growth. Educators across Albania are aware that students must have an education that enables the students to participate successfully in and contribute to the knowledge economy. E-Learning readiness is an initial part of e- Learning development. In order to benefit from e-learning, higher education institutions in Albania should conduct considerable up-front analysis to assess their readiness. In this paper we are trying to examine the status of e-Learning readiness in Albania, analyzing and discussing several components and criteria based on literature.

  12. E-LEARNING: CURRENT STATE, TRENDS AND FUTURE PROSPECTS

    Directory of Open Access Journals (Sweden)

    Г А Краснова

    2017-12-01

    Full Text Available The article is devoted to the main trends of development of e-learning in formal and non-formal education in different countries. The article discusses the main quantitative and qualitative characteristics of the market of e-learning education. The authors define main reasons the development of e-learning education in higher education. The authors note that the demand for e-learning by various groups of users will push the education authorities and educational institutions to develop different forms of e-learning and implement new business models of universities. In most universities in Europe and the United States adopted or will be adopted for the institutional strategy of development of e-learning.

  13. Understanding and reducing student withdrawal in e-learning

    Directory of Open Access Journals (Sweden)

    Marko Radovan

    2012-03-01

    Full Text Available In this paper we address the problem of student dropout from e-learning programmes. The proponents of e-learning highlight several advantages of this type of education as compared to the traditional, such as greater openness and diversity of training materials, the ability to adjust the mode and speed of learning, and similar. Despite these advantages, an increasing number of programmes and acceptance of e-learning as a national strategy all around the world, e-learning providers also face the problem of drop-outs. Research shows that student dropout in educational programmes implemented in the form of e-learning is higher than in traditional programmes. The reasons that affect the dropout rate should be considered when designing and implementing e-learning programmes

  14. The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education.

    Science.gov (United States)

    Pfefferle, Petra Ina; Van den Stock, Etienne; Nauerth, Annette

    2010-07-01

    E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. Copyright 2009 Elsevier Ltd. All rights reserved.

  15. LMS and E-learning 2.0. A Second Life for E-learning

    Directory of Open Access Journals (Sweden)

    Eng. Cosmin Olteanu

    2008-12-01

    Full Text Available E-learning 2.0 is a consequence of evolving into Web 2.0. Therefore we can say that Web2.0 : is defined as the “read-write” web which provides all the services and applications to allow individualsto co-create content, collaborate and share it with others that supports user-generated content, that is contentcreated by “users”, rather than specialist authors or publishers using a variety of affordable technologieslike blogs, podcasts and wikis. E-learning 2.0 is about creating and sharing information and knowledgewith others and is about using blogs, wikis, social bookmarking and social networks within an educationalor training context to support a new collaborative approach to learning.

  16. Enhancing E-Learning through Web Service and Intelligent Agents

    Directory of Open Access Journals (Sweden)

    Nasir Hussain

    2006-04-01

    Full Text Available E-learning is basically the integration of various technologies. E-Learning technology is now maturing and we can find a multiplicity of standards. New technologies such as agents and web services are promising better results. In this paper we have proposed an e-learning architecture that is dependent on intelligent agent systems and web services. These communication technologies will make the architecture more robust, scalable and efficient.

  17. Development of Efficient Authoring Software for e-Learning Contents

    Science.gov (United States)

    Kozono, Kazutake; Teramoto, Akemi; Akiyama, Hidenori

    The contents creation in e-Learning system becomes an important problem. The contents of e-Learning should include figure and voice media for a high-level educational effect. However, the use of figure and voice complicates the operation of authoring software considerably. A new authoring software, which can build e-Learning contents efficiently, has been developed to solve this problem. This paper reports development results of the authoring software.

  18. The evolution of eLearning background, blends and blackboard....

    Science.gov (United States)

    Sleator, Roy D

    2010-01-01

    This review of eLearning is divided into three sections: the first charts the evolution of eLearning from early correspondence courses to the current computer mediated approaches to distributed learning. The second section deals with the concept of blended learning; combining best practice in face-to-face and online learning. The final section focuses on current platform technologies in eLearning and outlines the strengths and weaknesses of learning management systems such as Blackboard.

  19. Development of E-learning Software Based Multiplatform Components

    OpenAIRE

    Salamah, Irma; Ganiardi, M. Aris

    2017-01-01

    E-learning software is a product of information and communication technology used to help dynamic and flexible learning process between teacher and student. The software technology was first used in the development of e-learning software in the form of web applications. The advantages of this technology because of the ease in the development, installation, and distribution of data. Along with advances in mobile/wireless electronics technology, e-learning software is adapted to this technology...

  20. Integrating E-Learning 2.0 into Online Courses

    Science.gov (United States)

    Yuen, Steve Chi-Yin

    2014-01-01

    This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students'…

  1. THE EFFECTIVENESS OF E-LEARNING: Academic and Business Comparison

    OpenAIRE

    Ayham FAYYOUMI

    2009-01-01

    Countries’ success in the knowledge economy increasingly rely on highly-skilled and qualified people, which in turn, requires rapid, effective, and less expensive education and training. In this context, e-Learning has emerged; e-Learning is scalable, less expensive than traditional learning, and clearly advantageous for learners to access educational information and content anywhere and anytime. However, for evaluating the effectiveness of e-learning programs, a definition of ‘effectiveness’...

  2. Attitude to e-learning among newly qualified doctors.

    Science.gov (United States)

    Goh, Jason; Clapham, Michael

    2014-02-01

    e-Learning plays an increasingly important role in medical education. Much research has focused on the evaluation of individual modules among medical students or more senior trainee doctors. We studied the attitude of newly qualified foundation level-1 doctors (FY1s) towards a blended learning programme to gain insight into the perceived role of e-learning in relation to classroom and experiential learning. The blended learning strategy consisted of weekly 3-hour sessions of lectures and flexible e-learning sessions. A questionnaire survey was conducted among 54 per cent (37/69) of FY1 doctors, towards the end of their first year post qualification. The majority of FY1s had to carry out additional e-learning outside of work. When asked where was best to carry out e-learning, 54 per cent preferred to e-learn both at work and at home, whereas 38 per cent preferred to e-learn outside of work exclusively. An equal preference for a classroom-only strategy and a blended programme was reported. Seventy-three per cent of the FY1s thought that e-learning should not be part of their compulsory weekly teaching programme. Fifty-four per cent of FY1s thought that e-learning had been useful for their education and training in their FY1 year. The e-learning package cited as being most useful was the safe prescribing e-programme, pioneered locally. Newly qualified doctors value e-learning as an adjunct to experiential and lecture-based teaching, and most prefer it as part of a blended learning programme at work or at home. Medical educators must place equal emphasis on the delivery and administration of e-learning as well as on the course design. © 2014 John Wiley & Sons Ltd.

  3. Hybrid Model for e-Learning Quality Evaluation

    Directory of Open Access Journals (Sweden)

    Suzana M. Savic

    2012-02-01

    Full Text Available E-learning is becoming increasingly important for the competitive advantage of economic organizations and higher education institutions. Therefore, it is becoming a significant aspect of quality which has to be integrated into the management system of every organization or institution. The paper examines e-learning quality characteristics, standards, criteria and indicators and presents a multi-criteria hybrid model for e-learning quality evaluation based on the method of Analytic Hierarchy Process, trend analysis, and data comparison.

  4. Quality through E-Learning and Quality for E-Learning

    OpenAIRE

    Vatuiu Teodora; Udrica Mioara; Negrutiu Magdalena

    2013-01-01

    E-learning is a term frequently debated in the lasts years, especially in the academic environment. Computer technology has profoundly transformed society, research and education. It provides support for the development of an educational system continuously adapted to society’s demands and advances in knowledge acquisition. Students can learn, evaluate and communicate their own results in formal or informal settings, universities and other public institutions take part in the development of i...

  5. E-learning. Today and tomorrow; E-Learning. Jetzt und in Zukunft

    Energy Technology Data Exchange (ETDEWEB)

    Gelbke, Silvana [Kraftwerksschule e.V., Essen (Germany)

    2010-07-01

    Today, new technologies revolutionize the way of handling information, exchanging knowledge and learning. The definition of the term ''e-learning'' mostly comprehends teaching and learning using a range of electronic media (Internet, CD-ROMs). However, further differentiation is necessary to describe the entire spectrum of methods included in this term. These different approaches are reflected in their implementation by the companies presented. (orig.)

  6. Intensitas Perilaku Pengguna E-learning System dengan Model Utaut

    OpenAIRE

    Sari, Fatma; Purnamasari, Susan Dian

    2013-01-01

    This study aims to determine behavioral intention in the use of e-learning system using models UTAUT. The phenomenon underlying the research is: It is not yet optimal use of e-learning by students information systems in the learning process, not yet optimal socialization of the existence of e-learning, so that is not maximized and yet utilization measurability of the impact of using e-learning for lecturers.This study is limited in its scope: analysis of the influence of performance expectanc...

  7. SISTEM ONTOLOGI E-LEARNING BERBASIS SEMANTIC WEB

    Directory of Open Access Journals (Sweden)

    Bernard Renaldy Suteja

    2012-05-01

    Full Text Available E-learning content being a barrier for e-learning is no longer true on today’s Internet. The current concerns are how to effectively annotate and organize the available content (both textual and non-textual to facilitate effective sharing, reusability and customization. In this paper, we explain a component-oriented approach to organize content in an ontology. We also illustrate our 3-tier e-learning content management architecture and relevant interfaces. We use a simple yet intuitive example to successfully demonstrate the current working prototype which is capable of compiling personalized course materials. The e-learning system explained here uses the said ontology.

  8. E-learning process maturity level: a conceptual framework

    Science.gov (United States)

    Rahmah, A.; Santoso, H. B.; Hasibuan, Z. A.

    2018-03-01

    ICT advancement is a sure thing with the impact influencing many domains, including learning in both formal and informal situations. It leads to a new mindset that we should not only utilize the given ICT to support the learning process, but also improve it gradually involving a lot of factors. These phenomenon is called e-learning process evolution. Accordingly, this study attempts to explore maturity level concept to provide the improvement direction gradually and progression monitoring for the individual e-learning process. Extensive literature review, observation, and forming constructs are conducted to develop a conceptual framework for e-learning process maturity level. The conceptual framework consists of learner, e-learning process, continuous improvement, evolution of e-learning process, technology, and learning objectives. Whilst, evolution of e-learning process depicted as current versus expected conditions of e-learning process maturity level. The study concludes that from the e-learning process maturity level conceptual framework, it may guide the evolution roadmap for e-learning process, accelerate the evolution, and decrease the negative impact of ICT. The conceptual framework will be verified and tested in the future study.

  9. Understanding and reducing student withdrawal in e-learning

    OpenAIRE

    Marko Radovan

    2012-01-01

    In this paper we address the problem of student dropout from e-learning programmes. The proponents of e-learning highlight several advantages of this type of education as compared to the traditional, such as greater openness and diversity of training materials, the ability to adjust the mode and speed of learning, and similar. Despite these advantages, an increasing number of programmes and acceptance of e-learning as a national strategy all around the world, e-learning providers also face th...

  10. Teaching Research Methods and Statistics in eLearning Environments:Pedagogy, Practical Examples and Possible Futures

    Directory of Open Access Journals (Sweden)

    Adam John Rock

    2016-03-01

    Full Text Available Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal, Ginsburg, & Schau, 1997. Given the ubiquitous and distributed nature of eLearning systems (Nof, Ceroni, Jeong, & Moghaddam, 2015, teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology.

  11. Smart e-Learning: A greater perspective; from the fourth to the fifth generation e-learning

    Directory of Open Access Journals (Sweden)

    Shehab A. Gamalel-Din

    2010-06-01

    This research has focused on improving the effectiveness and quality of web-based e-learning through adapting the course authoring and delivery to match each individual student skills and preferences. In this article, we shed lights on the vision and status of the eight-year Smart e-Learning environment project: The main objective of this project is to employ AI techniques to advance e-learning forward towards the fifth generation e-learning as we envision it. The idea is to embed instructional design theories as well as learning and cognition theories into e-learning environments to provide a more intelligent and, hence, more effective one-to-one e-learning environments. This article only gives a high level overview; however, the more interested reader will be referred to articles describing the work in more technical details.

  12. Information Security in eLearning: A Discussion of Empirical Data on Information Security and eLearning

    OpenAIRE

    Alwi, Najwa Hayaati Mohd; Fan, Ip-Shing

    2010-01-01

    ELearning systems are increasingly used by educational institutions to support their academic activities. A simple use of an eLearning system is to make materials and notes available to students at anytime and anywhere; more sophisticated uses of eLearning support the interaction and assessment processes. Depending on how eLearning systems are used, information security issues such as intellectual property protection, personal data protection and continuity of service can become significant f...

  13. E-learning: new strategies and trends

    Directory of Open Access Journals (Sweden)

    Matteo Martini

    2017-01-01

    Full Text Available The aim of this paper is to present a personal point of view on the possible future trends in distance learning. The starting point of this study is represented by a review of the main innovations in digital and information technologies. This step is necessary since the evolution of distance learning is strictly correlated to the evolution of the technology that can be exploited to increase learning quality. The main arguments discussed in this paper are: massive open on-line courses (MOOCs, flipped classrooms and the evolution of the learning objects based on web and on internet technology. Concerning MOOCs, a critical analysis of the status of this type of learning is necessary to understand their possible evolution and/or their substitution. A huge number of case studies demonstrated the validity of the flipped classroom and the possibility to adopt this approach into e-learning is surely interesting. The last part of the paper is instead dedicated to future technologies like: mobile learning, 3D virtual laboratories and internet of things. As discussed, this latest innovations can push the evolution of distance learning offering real student-centered solutions.

  14. ADAPTIVE E-LEARNING AND ITS EVALUATION

    Directory of Open Access Journals (Sweden)

    KOSTOLÁNYOVÁ, Katerina

    2012-12-01

    Full Text Available This paper introduces a complex plan for a complete system of individualized electronic instruction. The core of the system is a computer program to control teaching, the so called “virtual teacher”. The virtual teacher automatically adapts to individual student’s characteristics and their learning style. It adapts to static as well as to dynamic characteristics of the student. To manage all this it needs a database of various styles and forms of teaching as well as a sufficient amount of information about the learning style, type of memory and other characteristics of the student. The information about these characteristics, the structure of data storage and its use by the virtual teacher are also part of this paper. We also outline a methodology of adaptive study materials. We define basic rules and forms to create adaptive study materials. This adaptive e-learning system was pilot tested in learning of more than 50 students. These students filled in a learning style questionnaire at the beginning of the study and they had the option to fill in an adaptive evaluation questionnaire at the end of the study. Results of these questionnaires were analyzed. Several conclusions were concluded from this analysis to alter the methodology of adaptive study materials.

  15. e-Learning Course on Food Irradiation

    International Nuclear Information System (INIS)

    Hénon, Yves

    2016-01-01

    Since May 2015, an online, interactive, multi-media and self-study course on Food Irradiation - Technology, Applications and Good Practices has been made available by the Food and Environmental Protection Section. This e-learning Course on Food Irradiation was initiated during a project (RAS/05/057) of the Regional Cooperative Agreement (RCA) Implementing Best Practices of Food Irradiation for Sanitary and Phytosanitary Purposes. Each module contains: • A lesson, largely based on the Manual of Good Practice in Food except for the first part (Food Irradiation) for which expanding the contents and addressing frequently asked questions seemed necessary. The latest chapters will help operators of irradiation facilities to appreciate and improve their practices. • A section called ‘Essentials’ that summarizes the key points. • A quiz to assess the knowledge acquired by the user from the course material. The quiz questions take a variety of forms: answer matching, multiple choice, true or false, picture selection, or simple calculation. Videos, Power Point presentations, pdf files and pictures enrich the contents. The course includes a glossary and approximately 80 downloadable references. These references cover safety of irradiated food, effects of irradiation on the nutritional quality of food, effects of irradiation on food microorganisms, insects and parasites, effects of irradiation on parasites, sanitary and phytosanitary applications of irradiation, packaging of irradiated food, food irradiation standards and regulations, history of food irradiation, and communication aspects.

  16. Gender and Equity in e-Learning

    Directory of Open Access Journals (Sweden)

    Jo Coldwell

    2007-12-01

    Full Text Available Literature to date suggests contrary indicators of acceptance of the use of technology to support learning by females. With the increasing adoption of information technology to support teaching and learning, it is imperative that factors which may impede student learning are identified. The research reported here is of a large-scale survey of the perceptions of university students about eLearning and their use of the online learning environment. The aim of the survey was to gather data to inform about online learning practices at the University. The results were explored, amongst other factors, by gender. Findings include no significant differences between the female and male students with respect to being able to use the online learning environment confidently and effectively. In general the female students were more willing to participate in online discussions. However, there was no difference between the female and male students regarding their willingness to voice their opinions online. An unexpected result was the greater value placed by female students on using the online environment for communicating and collaborating with students of diverse background.

  17. Critical Success in E-learning: An Examination of Technological and Institutional Support Factors

    Directory of Open Access Journals (Sweden)

    Maslin Masrom

    2008-12-01

    Full Text Available In recent years, information technology (IT becomes prominent to support teaching and learning activities. IT tools allow us to create, collect, store and use the information and knowledge. E-learning was one of IT tools introduced at College of Science and Technology (CST, University Technology Malaysia (UTM Kuala Lumpur since 2001. It has enabled a paradigm shift from institutio n-centered instruction to anywhere, anytime and anybody learning models. In CST the e-learning technology was used for accessing the syllabus and course content, submitting assignments, and taking class quizzes. This paper focuses on issues relating to the e-learning critical success factors (CSFs from university students’ perspective. In this study, two main factors related to the e-learning CSFs within a university environment included technological and institutional support factors were examined. Confirmatory factor modeling approach was used to assess the criticality of the measures included in each factor. The results indicated that the most critical measures for technological factor in terms of ease of access and infrastructure are the browser efficiency, course website ease of use and computer network reliability. Meanwhile, for institutional support factor, the most critical measure is the availability of technical support or help desk.

  18. Implementing Moodle for e-learning for a successful knowledge management strategy

    Directory of Open Access Journals (Sweden)

    Dana Tessier

    2016-09-01

    Full Text Available A knowledge management strategy was implemented in a call centre organization. Part of this strategy included an e-learning tool ‘Moodle’ to support employee training and knowledge management (KM initiatives. The research looked at the ways in which the e-learning tool could be used to help successfully implement the knowledge management strategy – specifically, to improve knowledge transfer between employees, improve individual and organizational performance and have a better understanding of the critical success factors involved for the KM strategy. The study analyzed three different methods of knowledge transfer to determine which resulted in the highest frequency of use for the knowledge repository. The results showed that by using e-learning, the knowledge repository had a high frequency of use and this shows that e-learning was a successful method of knowledge transfer. To keep employees functioning at an optimal level, employers will need to ensure knowledge management, training, and performance management strategies are aligned, measurable and maximized.

  19. Free-access open-source e-learning in comprehensive neurosurgery skills training.

    Science.gov (United States)

    Jotwani, Payal; Srivastav, Vinkle; Tripathi, Manjul; Deo, Rama Chandra; Baby, Britty; Damodaran, Natesan; Singh, Ramandeep; Suri, Ashish; Bettag, Martin; Roy, Tara Sankar; Busert, Christoph; Mehlitz, Marcus; Lalwani, Sanjeev; Garg, Kanwaljeet; Paul, Kolin; Prasad, Sanjiva; Banerjee, Subhashis; Kalra, Prem; Kumar, Subodh; Sharma, Bhavani Shankar; Mahapatra, Ashok Kumar

    2014-01-01

    Since the end of last century, technology has taken a front seat in dispersion of medical education. Advancements of technology in neurosurgery and traditional training methods are now being challenged by legal and ethical concerns of patient safety, resident work-hour restriction and cost of operating-room time. To supplement the existing neurosurgery education pattern, various e-learning platforms are introduced as structured, interactive learning system. This study focuses on the concept, formulation, development and impact of web based learning platforms dedicated to neurosurgery discipline to disseminate education, supplement surgical knowledge and improve skills of neurosurgeons. 'Neurosurgery Education and Training School (NETS), e-learning platform' has integration of web-based technologies like 'Content Management System' for organizing the education material and 'Learning Management System' for updating neurosurgeons. NETS discussion forum networks neurosurgeons, neuroscientists and neuro-technologists across the globe facilitating collaborative translational research. Multi-authored neurosurgical e-learning material supplements the deficiencies of regular time-bound education. Interactive open-source, global, free-access e-learning platform of NETS has around 1) 425 visitors/month from 73 countries; ratio of new visitors to returning visitors 42.3; 57.7 (2); 64,380 views from 190 subscribers for surgical videos, 3-D animation, graphics based training modules (3); average 402 views per post. The e-Learning platforms provide updated educational content that make them "quick, surf, find and extract" resources. e-Learning tools like web-based education, social interactive platform and question-answer forum will save unnecessary expenditure of time and travel of neurosurgeons seeking knowledge. The need for free access platforms is more pronounced for the neurosurgeons and patients in developing nations.

  20. Scaffolding the design of accessible eLearning content: a user-centered approach and cognitive perspective.

    Science.gov (United States)

    Catarci, Tiziana; De Giovanni, Loredana; Gabrielli, Silvia; Kimani, Stephen; Mirabella, Valeria

    2008-08-01

    There exist various guidelines for facilitating the design, preparation, and deployment of accessible eLearning applications and contents. However, such guidelines prevalently address accessibility in a rather technical sense, without giving sufficient consideration to the cognitive aspects and issues related to the use of eLearning materials by learners with disabilities. In this paper we describe how a user-centered design process was applied to develop a method and set of guidelines for didactical experts to scaffold their creation of accessible eLearning content, based on a more sound approach to accessibility. The paper also discusses possible design solutions for tools supporting eLearning content authors in the adoption and application of the proposed approach.

  1. Designing Multimodal User-Interfaces for Effective E-Learning in the School Primary Stages Applied on Real Fractions

    Directory of Open Access Journals (Sweden)

    Salaheddin Odeh

    2009-06-01

    Full Text Available This contribution focuses on the development and design of e-learning tools for school students in primary stages through dealing and considering the math of real fractions, which presents an example of learning material difficult to understand by many school students and a real challenge for e-learning designers and multimedia authoring. Firstly, we will highlight several problems facing school students and teachers caused by the traditional learning approach. Then, we are going to discuss some aspects related to e-learning, the major theoretical issues of educational psychology and e-learning with various modalities related to our work, and the classification of the interactive multimedia methodologies adopted in this work. Furthermore, the software-ergonomic and –architectural features of the developed e-learning tool will be introduced. Finally, the paper will conclude with a brief summary of a usability testing carried out to compare the developed e-learning user-interface with the traditional learning approach.

  2. Disability, technology and e-learning: challenging conceptions

    Directory of Open Access Journals (Sweden)

    Jane Seale

    2006-12-01

    Full Text Available In considering the role that technology and e-learning can play in helping students access higher education and an effective learning experience, a large amount of the current research and practice literature focuses almost exclusively on accessibility legislation, guidelines and standards, and the rules contained within them (Abascal et al., 2004; Chisholm & Brewer, 2005; Gunderson & May, 2005; Paolucci, 2004; Reed et al., 2004; Slatin, 2005. One of the major problems of such an approach is that it has drawn higher education practitioners into thinking that their objective is to comply with rules. I argue that it is not (Seale, 2006. The objective should be to address the needs of students. The danger of only focusing on rules is that it can constrain thinking and therefore practice. We need to expand our thinking beyond that of how to comply with rules, towards how to meet the needs of students with disabilities, within the local contexts that students and practitioners are working. In thinking about how to meet the needs of students with disabilities, practitioners will need to develop their own tools. These tools might be user case studies, evaluation methodologies or conceptualizations:

  3. An Analytic Framework to Support E.Learning Strategy Development

    Science.gov (United States)

    Marshall, Stephen J.

    2012-01-01

    Purpose: The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development. Design/methodology/approach: After reviewing and discussing the research literature on e.learning in higher education institutions from…

  4. An Architecture for Online Laboratory E-Learning System

    Science.gov (United States)

    Duan, Bing; Hosseini, Habib Mir M.; Ling, Keck Voon; Gay, Robert Kheng Leng

    2006-01-01

    Internet-based learning systems, or e-learning, are widely available in institutes, universities, and industrial companies, hosting regular or continuous education programs. The dream of teaching and learning from anywhere and at anytime becomes a reality due to the construction of e-learning infrastructure. Traditional teaching materials and…

  5. E-Learning--The McDonaldization of Education

    Science.gov (United States)

    Carroll, Noel

    2013-01-01

    E-learning has become one of the biggest phenomena of educational literature in recent years. Although the potential promise of e-learning is often expected within the process of learning, much of the emphasis is in fact on the electronic issues to facilitate learning, with little regard for its consequences on the learning process. Surprising,…

  6. E-Learning System Overview Based on Semantic Web

    Science.gov (United States)

    Alsultanny, Yas A.

    2006-01-01

    The challenge of the semantic web is the provision of distributed information with well-defined meaning, understandable for different parties. e-Learning is efficient task relevant and just-in-time learning grown from the learning requirements of the new dynamically changing, distributed business world. In this paper we design an e-Learning system…

  7. Iphras as an E-Learning Platform for Idiomatic Competence

    Science.gov (United States)

    Kiryakova-Dineva, Teodora; Levunlieva, Milena; Kyurova, Vyara

    2017-01-01

    The integration of E-learning has expanded in a variety of directions to a degree that its successful application is of great importance to all sectors of education and training. E-learning can offer unquestionable advantages to everyone involved in both the assessment and the knowledge transfer process (Owens and Floyd 2007; Luchoomun, McLuckie…

  8. Factors for Successful E-Learning: Does Age Matter?

    Science.gov (United States)

    Fleming, Julie; Becker, Karen; Newton, Cameron

    2017-01-01

    Purpose: The purpose of this paper is to examine the factors affecting employees' overall acceptance, satisfaction and future use of e-learning, specifically exploring the impact that age has on the intended future use of e-learning relative to the other potential predictors. Design/Methodology/Approach: The project developed an online survey and…

  9. Evaluation Criterion for Quality Assessment of E-Learning Content

    Science.gov (United States)

    Al-Alwani, Abdulkareem

    2014-01-01

    Research trends related to e-learning systems are oriented towards increasing the efficiency and capacity of the systems, thus they reflect a large variance in performance when considering content conformity and quality standards. The Framework related to standardisation of digital content for e-learning systems is likely to play a significant…

  10. Cloud Computing Benefits for E-learning Solutions

    OpenAIRE

    Paul POCATILU

    2010-01-01

    E-learning systems usually require many hardware and software resources. There are many educational institutions that cannot afford such investments, and cloud computing is the best solution. This paper presents the impact on using cloud computing for e-learning solutions.

  11. Explaining University Students' Effective Use of E-Learning Platforms

    Science.gov (United States)

    Moreno, Valter; Cavazotte, Flavia; Alves, Isabela

    2017-01-01

    Students' success in e-learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students' intention to use e-learning platforms effectively, that is, their intention to fully exploit system's functionalities in leaning processes,…

  12. MANAGERIAL SKILLS OF AN E-LEARNING MANAGER

    Directory of Open Access Journals (Sweden)

    Tiron-Tudor Adriana

    2009-05-01

    Full Text Available This article presents some findings of the E-Learning Manager (ELM Project regarding the skills an e-learning manager should possess in order to achieve his/her mission. At this point the project is still in the first stage of it. For the design of the s

  13. Integration of e-learning outcomes into work processes

    Directory of Open Access Journals (Sweden)

    Kerstin Grundén

    2011-07-01

    Full Text Available Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of reference. Although the pedagogical approaches for all of the cases seemed to be relevant and most of the learners showed overall positive attitudes towards the courses, there were problems with integration of the e-learning outcomes into work processes. There were deficiencies in the adaption of the course contents to the local educational needs. There was also a lack of adjusting the local work organization and work routines in order to facilitate the integration of the e-learning outcomes into the work processes. A lack of local management engagement affected the learners’ motivation negatively. Group discussions in local work groups facilitated the integration of the e-learning outcomes. Much of the difficulties of integrating e-learning outcomes into work processes in big organizations are related to the problems with adjusting centrally developed e-learning courses to local needs and a lack of co-operation among among the developers (often IT-professionals and the Human Resources Department of the organizations.

  14. Social E-Learning in Topolor: A Case Study

    Science.gov (United States)

    Shi, Lei; Al Qudah, Dana; Cristea, Alexandra I.

    2013-01-01

    Social e-learning is a process through which learners achieve their learning goals via social interactions with each other by sharing knowledge, skills, abilities and educational materials. Adaptive e-learning enables adaptation and personalization of the learning process, based on learner needs, knowledge, preferences and other characteristics.…

  15. PERSO: Towards an Adaptive e-Learning System

    Science.gov (United States)

    Chorfi, Henda; Jemni, Mohamed

    2004-01-01

    In today's information technology society, members are increasingly required to be up to date on new technologies, particularly for computers, regardless of their background social situation. In this context, our aim is to design and develop an adaptive hypermedia e-learning system, called PERSO (PERSOnalizing e-learning system), where learners…

  16. E-Learning versus Blended Learning in Accounting Courses

    Science.gov (United States)

    Megeid, Nevine Sobhy Abdel

    2014-01-01

    E-learning provides opportunities for developing countries like Egypt that expect a promising future in its educational process from the use of modern information and communication technologies. The aim of this research is to investigate and identify factors that influence the use of e-learning in accounting education and to assess students'…

  17. Emergent theory and technology in e-learning

    NARCIS (Netherlands)

    Browaeys, M.-J.; Wahyudi, S.

    2006-01-01

    E-learning should be approached via a new paradigm, one where instruction and information are involved in a recursive process, an approach which counters the concept of linearity. New ways of thinking about how people learn and new technologies favour the emergence of principles of e-learning that

  18. Quality Perception within Corporate E-Learning Providers in Catalonia

    Science.gov (United States)

    Sangra, Albert; Fernandez-Michels, Pedro

    2011-01-01

    Purpose: The paper seeks to describe the Catalan corporate e-learning providers from the perspective of quality perception, quality assessment and quality control. Design/methodology/approach: A literature review reveals key aspects of the definition of quality in e-learning. The results of the review constitute the basis for exploratory research…

  19. Inclusive E-Learning - Towards an Integrated System Design.

    Science.gov (United States)

    Patzer, Yasmin; Pinkwart, Niels

    2017-01-01

    At first sight there seem to be issues combining technical accessibility guidelines and educational needs when designing inclusive E-Learning. Furthermore Universal Design for Learning seems to contradict individualization. In this paper we address both issues with an inclusive E-Learning design for the LAYA system, which targets disabled and non-disabled learners.

  20. Effects of Cooperative E-Learning on Learning Outcomes

    Science.gov (United States)

    Yeh, Shang-Pao; Fu, Hsin-Wei

    2014-01-01

    This study aims to discuss the effects of E-Learning and cooperative learning on learning outcomes. E-Learning covers the dimensions of Interpersonal communication, abundant resources, Dynamic instruction, and Learning community; and, cooperative learning contains three dimensions of Cooperative motive, Social interaction, and Cognition…