The Effect of the Attitude towards E-learning: The Employees' Intention to Use E-Learning in the Workplace

Science.gov (United States)

Yoo, Sun Joo; Han, Seung-Hyun

2013-01-01

The purpose of this study is to examine employees' acceptance levels towards e-learning in the workplace. By using "The Unified Theory of Acceptance and Use of Technology" (UTAUT), our model captured the effect of factors influencing employees' intention to use e-learning in the workplace. Data was collected from 261 employees in a food…

The Effectiveness of Language Used in E-Learning Courses

Directory of Open Access Journals (Sweden)

Przygoda Agnieszka

2017-12-01

Full Text Available The notion of language in e-Learning is still not very clear from a technical as well as semantic point of view. In the era of Information Technology, it is more and more important to unify the principles of language used and its semantic meaning to be more simple and precise when taking into consideration online educational courses. During the last years, e-Learning courses have begun to be popular around the world as during an internet era, we tend to find consolidated information sources on internet rather than in traditional courses which require our physical presence. The crucial issue which makes an e- Learning course function is the language used to transmit all the information to the students in a clear and effective manner. For such language to be considered effective, it is necessary to adjust it to the general standards adopted in an international environment. The notion of a language used in e-Learning also faces some problems as it should be so concise as to be accessible for everybody regardless of gender, nationality, and intellectual level. It is hard to standardise its principles, thus over the years many scientists have tried to unify the top requirements a perfect e-Learning course should have. Nowadays, most of the population should stop considering e-Learning as an alternative form of education and focus on developing new models and structures for education and learning that fully exploit the opportunities of today’s digital revolution. With a laptop, a mobile device and Wi-Fi, you can manage your own e-Learning course, and take courses yourself, at any time and place, in any language. A typical model of an e-Learning course is based on guided self-study with a linear progression through modules consisting of recorded lectures, course literature, written assignments and multiple-choice self-tests. Technology has got an even better solution which consists of standardising the learning process and adopting it to a commonly

Students' perspectives on e-learning and the use of a virtual learning environment in dance education

NARCIS (Netherlands)

Leijen, Ä.|info:eu-repo/dai/nl/304838446; Admiraal, W.|info:eu-repo/dai/nl/120226340; Wildschut, L.; Simons, P.R.J.|info:eu-repo/dai/nl/068032994

2008-01-01

The aim of the study was to find out how dance students experienced learning in an international distance education program delivered in an e-learning format using a virtual learning environment platform. In order to organize the students’ experiences with the various learning assignments, we

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...

A PKI Approach for Deploying Modern Secure Distributed E-Learning and M-Learning Environments

Science.gov (United States)

Kambourakis, Georgios; Kontoni, Denise-Penelope N.; Rouskas, Angelos; Gritzalis, Stefanos

2007-01-01

While public key cryptography is continuously evolving and its installed base is growing significantly, recent research works examine its potential use in e-learning or m-learning environments. Public key infrastructure (PKI) and attribute certificates (ACs) can provide the appropriate framework to effectively support authentication and…

Qualitative development of eLearning environments through a learner relationship management methodology

OpenAIRE

Fattaneh Taghiyareh; Maedeh Mosharraf

2013-01-01

Due to paramount importance of knowledge, life-long learning, globalization, and mobility; eLearning as an information technology application has faced rapid growth in recent years. Disseminated war for talent enforces providers of eLearning products to identify technological gaps of learning and provide personalized services for customers of this industry. As we may know, designing customer-centered environments and managing end-user relations are the most effective elements in the market ga...

A Framework for Creating Semantically Adaptive Collaborative E-learning Environments

Directory of Open Access Journals (Sweden)

Marija Cubric

2009-09-01

Full Text Available In this paper we present a framework that can be used to generate web-based, semantically adaptive, e-learning and computer-assisted assessment (CAA tools for any given knowledge domain, based upon dynamic ontological modeling. We accomplish this by generating “learning ontologies” for a given knowledge domain. The generated learning ontologies are built upon our previous work on a domain “Glossary” ontology and augmented with additional conceptual relations from the WordNet 3.0 lexical database, using Text2Onto, an open source ontology extraction tool. The main novelty of this work is in “on the fly” generation of computer assisted assessments based on the underlying ontology and pre-defined question templates that are founded on the Bloom’s taxonomy of educational objectives. The main deployment scenario for the framework is a web-service providing collaborative e- learning and knowledge management capabilities to various learning communities. The framework can be extended to provide collection and exploitation of the users’ learning behaviour metrics, in order to further adapt the generated e-learning environment to the learners’ needs.

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…

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.

Managing Online Presence in the E-Learning Environment: Technological Support for Academic Staff

Science.gov (United States)

Islam, Nurul; Beer, Martin; Slack, Frances

2015-01-01

Over the last two decades the use of E-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics' views, this study examines their interactions in the E-learning environment and whether online learning applications have increased academic workload (Eynon, 2005;…

E-learning. A New Environment for Engagement

DEFF Research Database (Denmark)

Olesen, Mogens; K. Logan, Robert

2012-01-01

scaffold interactive learning and make it more engaging. The article analyzes e-learning, first by defining four aspects that are affected by it, and finally we sketch four levels of e-learning. On the basis of this analysis, we use a case topic (World War 2) to demonstrate how e-learning in practice can...... in their learning methods, i.e. e-learning. There are at least two strong arguments for e-learning: 1) it will help schools staying in tune with the rest of the society. 2) digital media offer opportunities to learn in new, activating ways. We use Andy Clark’s extended mind thesis to argue how technologies can...

Tablet computers and eBooks. Unlocking the potential for personal learning environments?

NARCIS (Netherlands)

Kalz, Marco

2012-01-01

Kalz, M. (2012, 9 May). Tablet computers and eBooks. Unlocking the potential for personal learning environments? Invited presentation during the annual conference of the European Association for Distance Learning (EADL), Noordwijkerhout, The Netherlands.

E-learning environment as intelligent tutoring system

Science.gov (United States)

Nagyová, Ingrid

2017-07-01

The development of computers and artificial intelligence theory allow their application in the field of education. Intelligent tutoring systems reflect student learning styles and adapt the curriculum according to their individual needs. The building of intelligent tutoring systems requires not only the creation of suitable software, but especially the search and application of the rules enabling ICT to individually adapt the curriculum. The main idea of this paper is to attempt to specify the rules for dividing the students to systematically working students and more practically or pragmatically inclined students. The paper shows that monitoring the work of students in e-learning environment, analysis of various approaches to educational materials and correspondence assignments show different results for the defined groups of students.

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…

STEPP: A Grounded Model to Assure the Quality of Instructional Activities in e-Learning Environments

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Hamdy AHMED ABDELAZIZ

2013-07-01

Full Text Available The present theoretical paper aims to develop a grounded model for designing instructional activities appropriate to e-learning and online learning environments. The suggested model is guided by learning principles of cognitivism, constructivism, and connectivism learning principles to help online learners constructing meaningful experiences and moving from knowledge acquisition to knowledge creation process. The proposed model consists of five dynamic and grounded domains that assure the quality of designing and using e-learning activities: Ø Social Domain; Ø Technological Domain; Ø Epistemological Domain; Ø Psychological domain; and Ø Pedagogical Domain. Each of these domains needs four types of presences to reflect the design and the application process of e-learning activities. These four presences are: Ø cognitive presence, Ø human presence, Ø psychological presence and Ø mental presence. Applying the proposed model (STEPP throughout all online and adaptive e-learning environments may improve the process of designing and developing e-learning activities to be used as mindtools for current and future learners.

Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style

Science.gov (United States)

Valencia-Vallejo, Nilson; López-Vargas, Omar; Sanabria-Rodríguez, Luis

2018-01-01

The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and…

Developing a "Social Presence Scale" for E-Learning Environments

Science.gov (United States)

Kilic Cakmak, Ebru; Cebi, Ayça; Kan, Adnan

2014-01-01

The purpose of the current study is to develop a "social presence scale" for e-learning environments. A systematic approach was followed for developing the scale. The scale was applied to 461 students registered in seven different programs at Gazi University. The sample was split into two subsamples on a random basis (n1 = 261; n2 =…

Pervasive Learning Environments

DEFF Research Database (Denmark)

Hundebøl, Jesper; Helms, Niels Henrik

2006-01-01

The potentials of pervasive communication in learning within industry and education are right now being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE?s differ...... from virtual learning environments (VLE) primarily because in PLE?s the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

Web Service Architecture for e-Learning

Directory of Open Access Journals (Sweden)

Xiaohong Qiu

2005-10-01

Full Text Available Message-based Web Service architecture provides a unified approach to applications and Web Services that incorporates the flexibility of messaging and distributed components. We propose SMMV and MMMV collaboration as the general architecture of collaboration based on a Web service model, which accommodates both instructor-led learning and participatory learning. This approach derives from our message-based Model-View-Controller (M-MVC architecture of Web applications, comprises an event-driven Publish/Subscribe scheme, and provides effective collaboration with high interactivity of rich Web content for diverse clients over heterogeneous network environments.

Pupil Science Learning in Resource-Based e-Learning Environments

Science.gov (United States)

So, Wing-mui Winnie; Ching, Ngai-ying Fiona

2011-01-01

With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their…

ANALYSIS OF VIRTUAL ENVIRONMENT BENEFIT IN E-LEARNING

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NOVÁK, Martin

2013-06-01

Full Text Available The analysis of the virtual environment assets towards the e-learning process improvements is mentioned in this article. The virtual environment was created within the solution of the project ‘Virtualization’ at the Faculty of Economics and Administration, University of Pardubice. The aim of this project was to eliminate the disproportion of free access to licensed software between groups of part-time and full-time students. The research was realized within selected subjects of the study program System Engineering and Informatics. The subjects were connected to the informatics, applied informatics, control and decision making. Student subject results, student feedback based on electronic questionnaire and data from log file of virtual server usage were compared and analysed. Based on analysis of virtualization possibilities the solution of virtual environment was implemented through Microsoft Terminal Server.

A Hybrid Approach for Supporting Adaptivity in E-Learning Environments

Science.gov (United States)

Al-Omari, Mohammad; Carter, Jenny; Chiclana, Francisco

2016-01-01

Purpose: The purpose of this paper is to identify a framework to support adaptivity in e-learning environments. The framework reflects a novel hybrid approach incorporating the concept of the event-condition-action (ECA) model and intelligent agents. Moreover, a system prototype is developed reflecting the hybrid approach to supporting adaptivity…

The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment

Science.gov (United States)

Santoso, Harry B.; Batuparan, Alivia Khaira; Isal, R. Yugo K.; Goodridge, Wade H.

2018-01-01

Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students' activities when…

Smart e-Learning: A greater perspective; from the fourth to the fifth generation e-learning

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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.

A model of e-learning uptake and continuance in Higher Educational Institutions

OpenAIRE

Pinpathomrat, Nakarin

2015-01-01

To predict and explain E-learning usage in higher educational institutes (HEIs) better, this research conceptualized E-learning usage as two steps, E-learning uptake and continuance. The aim was to build a model of effective uptake and continuance of E-learning in HEIs, or ‘EUCH’.The EUCH model was constructed by applying five grounded theories: Unified Theory of Acceptance and Use of Technology (UTAUT); Keller’s ARCS model; Theory of Reasoned Action (TRA); Cognitive Dissonance Theory (CDT); ...

From e-Learning to m-learning : A MOOC case study

NARCIS (Netherlands)

Rothkrantz, L.J.M.

2015-01-01

Technically e-learning material can be downloaded from a PC environment to a mobile phone environment. But the context, environment, physical limitations of a mobile phone, sets limits to a mobile learning environment. The didactic model cannot be transferred usually from e-learning to mobile

TEACHER’S PROFESSIONAL COMPETENCE IN E-LEARNING ENVIRONMENT: CONTENT AND SPHERES OF APPLICATION

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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.

The Impacts of Network Centrality and Self-Regulation on an E-Learning Environment with the Support of Social Network Awareness

Science.gov (United States)

Lin, Jian-Wei; Huang, Hsieh-Hong; Chuang, Yuh-Shy

2015-01-01

An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally,…

Unifying practice schedules in the timescales of motor learning and performance.

Science.gov (United States)

Verhoeven, F Martijn; Newell, Karl M

2018-06-01

In this article, we elaborate from a multiple time scales model of motor learning to examine the independent and integrated effects of massed and distributed practice schedules within- and between-sessions on the persistent (learning) and transient (warm-up, fatigue) processes of performance change. The timescales framework reveals the influence of practice distribution on four learning-related processes: the persistent processes of learning and forgetting, and the transient processes of warm-up decrement and fatigue. The superposition of the different processes of practice leads to a unified set of effects for massed and distributed practice within- and between-sessions in learning motor tasks. This analysis of the interaction between the duration of the interval of practice trials or sessions and parameters of the introduced time scale model captures the unified influence of the between trial and session scheduling of practice on learning and performance. It provides a starting point for new theoretically based hypotheses, and the scheduling of practice that minimizes the negative effects of warm-up decrement, fatigue and forgetting while exploiting the positive effects of learning and retention. Copyright © 2018 Elsevier B.V. All rights reserved.

Pervasive Learning Environments

DEFF Research Database (Denmark)

Helms, Niels Henrik; Hundebøl, Jesper

2006-01-01

The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE's differ...... from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...... in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed...

The Effects of Organizational Learning Environment Factors on E-Learning Acceptance

Science.gov (United States)

Cheng, Bo; Wang, Minhong; Moormann, Jurgen; Olaniran, Bolanle A.; Chen, Nian-Shing

2012-01-01

Workplace learning is an important means of employees' continuous learning and professional development. E-learning is being recognized as an important supportive practice for learning at work. Current research on the success factors of e-learning in the workplace has emphasized on employees' characteristics, technological attributes, and training…

Semantic Modelling for Learning Styles and Learning Material in an E-Learning Environment

Science.gov (United States)

Alhasan, Khawla; Chen, Liming; Chen, Feng

2017-01-01

Various learners with various requirements have led to the raise of a crucial concern in the area of e-learning. A new technology for propagating learning to learners worldwide, has led to an evolution in the e-learning industry that takes into account all the requirements of the learning process. In spite of the wide growing, the e-learning…

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...

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…

Pervasive Learning Environments

DEFF Research Database (Denmark)

Hundebøl, Jesper; Helms, Niels Henrik

in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed......Abstract: The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE......'s differ from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

Semantic modelling for learning styles and learning material in an e-learning environment

OpenAIRE

Alhasan, K.; Chen, Liming; Chen, Feng

2017-01-01

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the URI link. Various learners with various requirements have led to the raise of a crucial concern in the area of e-learning. A new technology for propagating learning to learners worldwide, has led to an evolution in the e-learning industry that takes into account all the requirements of the learning process. In spite of the wide growing, the e-learning te...

An Approach for Externalization of Expert Tacit Knowledge Using a Query Management System in an E-Learning Environment

Science.gov (United States)

Khan, Abdul Azeez; Khader, Sheik Abdul

2014-01-01

E-learning or electronic learning platforms facilitate delivery of the knowledge spectrum to the learning community through information and communication technologies. The transfer of knowledge takes place from experts to learners, and externalization of the knowledge transfer is significant. In the e-learning environment, the learners seek…

An e-Learning environment for algorithmic: toward an active construction of skills

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Abdelghani Babori

2016-07-01

Full Text Available Assimilating an algorithmic course is a persistent problem for many undergraduate students. The major problem faced by students is the lack of problem solving ability and flexibility. Therefore, students are generally passive, unmotivated and unable to mobilize all the acquired knowledge (loops, test, variables, etc. to deal with new encountered problems. Our study is structured around building, step by step, problem solving skills among novice learners. Our approach is based on the use of problem based learning in an e-Learning environment. We begin by establishing a cognitive model which represents knowledge elements, grouped into categories of skills, judged necessary to be appropriated. We then propose a problem built on a concrete situation which aims to actively construct a skill category. We conclude by presenting around the proposed problem a pedagogical scenario for the set of learning activities designed to be incorporated in an E-learning platform.

The evolution of e-learning and e-learning in evolution

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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.

The Dialogic Potential of ePortfolios: Formative Feedback and Communities of Learning within a Personal Learning Environment

Science.gov (United States)

Ehiyazaryan-White, Ester

2012-01-01

This paper reports on the findings of a study into the use of ePortfolios as personal learning environments (PLE) by a group of students pursuing Master's degrees in Education. The qualitative study explores the potential of the ePortfolio to support learners in engaging in formative peer and tutor feedback as well as in developing a learning…

Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

Science.gov (United States)

Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

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

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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.

COOPERATIVE LEARNING ENVIRONMENT WITH THE WEB 2.0 TOOL E-PORTFOLIOS

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Soh OR KAN

2011-07-01

Full Text Available In recent years, the development of information and communication technology (ICT in the world and Malaysia namely has created a significant impact on the methods of communicating information and knowledge to the learners and consequently, innovative teaching techniques have evolved to change the ways teachers teach and the ways students learn. This study main focuses are directed on developing a cooperative learning environment to promote an active learning environment of smart schools in Malaysia. Within this learning process, multimedia technology and Web 2.0 tools, namely, MyPortfolio were integrated to provide the students to learn on their own as well as to document their progress and experience within this cooperative learning environment. The core purpose of this study is to establish the impact on student learning, their perceptions and learning experiences of the cooperative learning environment using web 2.0 tools among the smart secondary schools students in Malaysia. Surveys were conducted to students to ascertain their reaction towards these learning environment activities. The results of this project were encouraging as the students managed to cope with each other to reach their common goal. The usage of blogs acts as an important tool to enhance team cooperation and to foster a learning community within the class.

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.

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,…

Providing pervasive Learning eXperiences by Combining Internet of Things and e-Learning standards

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Aroua TAAMALLAH

2015-12-01

Full Text Available Nowadays, learning is more and more taking place anywhere and anytime. This implies that e-learning environments are expanded from only virtual learning environments to both virtual and physical ones. Thanks to the evolution of Internet, ICT (Information and Communication Technology and Internet of Things, new learning scenarios could be experienced by learners either individually or collaboratively. These learning scenarios are Pervasive in such a way that they allow to mix virtual and physical learning environments as well. They are therefore characterized by possible interactions of the learner with the physical environment, the Learner's contextual data detection as well as the adaptation of pedagogical strategies and services according to this context. This paper aims to take advantage of this trend and keep up also with existing e-Learning standards such as IMS LD and LOM. The solution proposed is therefore to extend these standards models with that of Internet of Things and to provide an adaptation approach of learning activities based on learner's context and her/his track using the eXperience API. In this context and in order to allow both reasoning capabilities and interoperability between the proposed models Ontological representations and implementation are therefore proposed. Moreover a technical architecture highlighting the required software components and their interactions is provided. And finally, a relevant pervasive learning scenario is implemented and experimented.

Ethics in Emerging New Media and E-Learning Environments | Ética em mídias emergentes e ambientes de aprendizado eletrônico

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Bolanle A. Olaniran

2015-10-01

ABSTRACT The advancement of information communication technology (ICT brings with it the opportunity for new ways of knowing and doing, oftentimes outpacing the capacity for humans to keep up with those changes. This disparity between people and technology is apparent in the application of ethics in digital spaces, especially in the realm of e-learning environments. Recent studies show that ethical standards employed in physical spaces are being utilized in digital spaces as well, but this application fails to account for the challenges that e-learning presents, including perceptions of cheating and the vital responsibilities of online researchers. This paper explores issues in ethical behavior related to e-learning environments. Specifically, cheating and academic dishonesty among students is explored in addition to instructors’ obligations to teach and conduct research in a manner that abide by ethical standards. The paper concludes with a discussion of the implications of prioritization and integrity in digital ethics. Keywords: Digital Ethics; E-Learning; Ethical Responsibilities; Teaching Ethics.

Evaluation of Keyphrase Extraction Algorithm and Tiling Process for a Document/Resource Recommender within E-Learning Environments

Science.gov (United States)

Mangina, Eleni; Kilbride, John

2008-01-01

The research presented in this paper is an examination of the applicability of IUI techniques in an online e-learning environment. In particular we make use of user modeling techniques, information retrieval and extraction mechanisms and collaborative filtering methods. The domains of e-learning, web-based training and instruction and intelligent…

Using numeric simulation in an online e-learning environment to teach functional physiological contexts.

Science.gov (United States)

Christ, Andreas; Thews, Oliver

2016-04-01

Mathematical models are suitable to simulate complex biological processes by a set of non-linear differential equations. These simulation models can be used as an e-learning tool in medical education. However, in many cases these mathematical systems have to be treated numerically which is computationally intensive. The aim of the study was to develop a system for numerical simulation to be used in an online e-learning environment. In the software system the simulation is located on the server as a CGI application. The user (student) selects the boundary conditions for the simulation (e.g., properties of a simulated patient) on the browser. With these parameters the simulation on the server is started and the simulation result is re-transferred to the browser. With this system two examples of e-learning units were realized. The first one uses a multi-compartment model of the glucose-insulin control loop for the simulation of the plasma glucose level after a simulated meal or during diabetes (including treatment by subcutaneous insulin application). The second one simulates the ion transport leading to the resting and action potential in nerves. The student can vary parameters systematically to explore the biological behavior of the system. The described system is able to simulate complex biological processes and offers the possibility to use these models in an online e-learning environment. As far as the underlying principles can be described mathematically, this type of system can be applied to a broad spectrum of biomedical or natural scientific topics. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

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.

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...

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.

IMPETUS - Interactive MultiPhysics Environment for Unified Simulations.

Science.gov (United States)

Ha, Vi Q; Lykotrafitis, George

2016-12-08

We introduce IMPETUS - Interactive MultiPhysics Environment for Unified Simulations, an object oriented, easy-to-use, high performance, C++ program for three-dimensional simulations of complex physical systems that can benefit a large variety of research areas, especially in cell mechanics. The program implements cross-communication between locally interacting particles and continuum models residing in the same physical space while a network facilitates long-range particle interactions. Message Passing Interface is used for inter-processor communication for all simulations. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Model of E-Learning Uptake and Continued Use in Higher Education Institutions

Science.gov (United States)

Pinpathomrat, Nakarin; Gilbert, Lester; Wills, Gary B.

2013-01-01

This research investigates the factors that affect a students' take-up and continued use of E-learning. A mathematical model was constructed by applying three grounded theories; Unified Theory of Acceptance and Use of Technology, Keller's ARCS model, and Expectancy Disconfirm Theory. The learning preference factor was included in the model.…

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.

Personal Learning Environments Acceptance Model: The Role of Need for Cognition, e-Learning Satisfaction and Students' Perceptions

Science.gov (United States)

del Barrio-García, Salvador; Arquero, José L.; Romero-Frías, Esteban

2015-01-01

As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning…

Prospective Elementary Teachers' Understanding of the Nature of Science and Perceptions of the Classroom Learning Environment

Science.gov (United States)

Martin-Dunlop, Catherine S.

2013-01-01

This study investigated prospective elementary teachers' understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed-Creative, Testable, Amoral, and Unified. The…

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.

Resistance Is Futile: Cognitive Dissonance, Temporal Refusal, and the E-Learning Environment as Cyborg

Science.gov (United States)

Rose, Lydia

2015-01-01

This study uses interpretive sociological methods to explore parallels between fictional accounts of cyborgs and educational technology-based practices currently present in some e-learning environments. Specifically, the cyborg in fictional accounts ("Star Trek" and "Doctor Who") and the cyborg in academic accounts (Donna…

Fuzzy-logic based learning style prediction in e-learning using web ...

Indian Academy of Sciences (India)

tion, especially in web environments and proposes to use Fuzzy rules to handle the uncertainty in .... learning in safe and supportive environment ... working of the proposed Fuzzy-logic based learning style prediction in e-learning. Section 4.

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…

A Knowledge Comparison Environment for Supporting Meaningful Learning of E-Book Users

Directory of Open Access Journals (Sweden)

Jingyun Wang

2016-05-01

Full Text Available In this paper, we present an ontology-based visualization support system which can provide a meaningful learning environment to help e-book learners to effectively construct their knowledge frameworks. In this personalized visualization support system, learners are encouraged to actively locate new knowledge in their own knowledge framework and check the logical consistency of their ideas for clearing up misunderstandings; on the other hand, instructors will be able to decide the group distribution for collaborative learning activities based on the knowledge structure of learners. For facilitating those visualization supports, a method to semi-automatically construct a course-centered ontology to describe the required information in a map structure is presented. To automatically manipulate this course-centered ontology to provide visualization learning supports, a prototype system is designed and developed.

Reconfiguring Course Design in Virtual Learning Environments

DEFF Research Database (Denmark)

Mullins, Michael; Zupancic, Tadeja

2007-01-01

for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture......Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project....... The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics...

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.

Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

Science.gov (United States)

Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.

Can a Hypermedia Cooperative e-Learning Environment Stimulate Constructive Collaboration?

Science.gov (United States)

Pragnell, Mary Victoria; Roselli, Teresa; Rossano, Veronica

2006-01-01

The growing use of the Internet in learning environments has led to new models being created addressing specific learning domains, as well as more general educational goals. In particular, in recent years considerable attention has been paid to collaborative learning supported by technology, because this mode can enhance peer interaction and group…

Towards multimodal emotion recognition in E-learning environments

NARCIS (Netherlands)

Bahreini, Kiavash; Nadolski, Rob; Westera, Wim

2014-01-01

This paper presents a framework (FILTWAM (Framework for Improving Learning Through Webcams And Microphones)) for real-time emotion recognition in e-learning by using webcams. FILTWAM offers timely and relevant feedback based upon learner’s facial expressions and verbalizations. FILTWAM’s facial

E-learning and blended learning in orthodontic education

Directory of Open Access Journals (Sweden)

Avinash Kumar

2017-01-01

Full Text Available The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student's attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

[E-learning and problem based learning integration in cardiology education].

Science.gov (United States)

Gürpinar, Erol; Zayim, Neşe; Başarici, Ibrahim; Gündüz, Filiz; Asar, Mevlüt; Oğuz, Nurettin

2009-06-01

The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students' satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students' academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching.

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...

The research and implementation of a unified identity authentication in e-government network

Science.gov (United States)

Feng, Zhou

Current problem existing in e-government network is that the applications of information system are developed independently by various departments, and each has its own specific set of authentication and access control mechanism. To build a comprehensive information system in favor of sharing and exchanging information, a sound and secure unified e-government authentication system is firstly needed. The paper, combining with practical development of e-government network, carries out a thorough discussion on how to achieve data synchronization between unified authentication system and related application systems.

E-learning for Part-Time Medical Studies

Directory of Open Access Journals (Sweden)

Półjanowicz Wiesław

2016-12-01

Full Text Available Distance education undoubtedly has many advantages, such as individualization of the learning process, unified transmission of teaching materials, the opportunity to study at any place and any time, reduction of financial costs for commuting to classes or accommodation of participants, etc. Adequate working conditions on the e-learning portal must also be present, eg. well-prepared, substantive courses and good communication between the participants. Therefore, an important element in the process of conducting e-learning courses is to measure the increase of knowledge and satisfaction of participants with distance learning. It allows for fine-tuning the content of the course and for classes to be properly organized. This paper presents the results of teaching and assessment of satisfaction with e-learning courses in “Problems of multiculturalism in medicine”, “Selected issues of visual rehabilitation” and “Ophthalmology and Ophthalmic Nursing”, which were carried out experimentally at the Faculty of Health Sciences at the Medical University of Bialystok for nursing students for the 2010/2011 academic year. The study group consisted of 72 part-time students who learnt in e-learning mode and the control group of 87 students who learnt in the traditional way. The students’ opinions about the teaching process and final exam scores were analyzed based on a specially prepared survey questionnaire. Organization of e-learning classes was rated positively by 90% of students. The average result on the final exams for all distance learning subjects was at the level of 82%, while for classes taught in the traditional form it was 81%. Based on these results, we conclude that distance learning is as effective as learning according to the traditional form in medical education studies.

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…

THE E-LEARNING BENEFITS IN THE ROMANIAN BUSINESS ENVIRONMENT

Directory of Open Access Journals (Sweden)

Popeanga Vasile Nicolae

2009-05-01

Full Text Available E-learning is learning based on information technologies, and particularly based on the Interne educational system has a lot of advantages, such as flexibility, availability, time and resources savings and it respects the individual learning rhythm of eac

Towards Multimodal Emotion Recognition in E-Learning Environments

Science.gov (United States)

Bahreini, Kiavash; Nadolski, Rob; Westera, Wim

2016-01-01

This paper presents a framework (FILTWAM (Framework for Improving Learning Through Webcams And Microphones)) for real-time emotion recognition in e-learning by using webcams. FILTWAM offers timely and relevant feedback based upon learner's facial expressions and verbalizations. FILTWAM's facial expression software module has been developed and…

MUUX-E, a framework of criteria for evaluating the usability, user experience and educational features of m-learning environments

Directory of Open Access Journals (Sweden)

Patricia-Ann Harpur

2015-07-01

Full Text Available Higher education students use mobile phones, equipped for Internet access. Mobile technologies can offer effective, satisfying and accessible m-learning experiences. A contribution has been made to knowledge on evaluating m-learning environments and to mobile human-computer interaction (MHCI, with the innovative synthesis of the MUUX-E Framework, which fills a gap in the domain of m-learning. MUUX-E is a single comprehensive, multi-faceted instrument for evaluating m-learning environments, emphasising usability and user experience in mobile educational contexts. It was developed by extensive literature studies on each aspect, and has five categories, 31 criteria and numerous sub-criteria. Using a design-based research paradigm, MUUX-E was applied iteratively to evaluate and enhance successive versions of m-LR, a mobile application created for a Software Engineering module. Participants were students and expert evaluators. MUUX-E served well to identify problems and strengths. The students were more positive than the experts regarding the benefits of m-LR, yet insightfully reported more system problems.

E-learning in the field of medical physics

International Nuclear Information System (INIS)

Stoeva, M.; Velkova, K.

2006-01-01

Full text: E-learning is an all-encompassing term referring to computer/mobile technology-enhanced learning. It may include the use of web-based teaching materials and hypermedia in general, multimedia CD-ROMs, web sites, discussion boards, collaborative software, e-mail, blogs, wikis, computer aided assessment, educational animation, simulations, learning management software and more, with possibly a combination of different methods being used. The objective of this paper is to present an overview of the e-learning solutions and applications in the field of Medical Physics, covering the most popular international and local e-learning projects and interactive e-learning environments. Medical physics and engineering is one of the areas where e-learning is widely used due to the fact that medical physic professionals are quite closely linked to different types of e-environments. The implementation of such systems improves education quality, information delivery and expert knowledge availability

University Libraries and Digital Learning Environments

OpenAIRE

2011-01-01

University libraries around the world have embraced the possibilities of the digital learning environment, facilitating its use and proactively seeking to develop the provision of electronic resources and services. The digital environment offers opportunities and challenges for librarians in all aspects of their work – in information literacy, virtual reference, institutional repositories, e-learning, managing digital resources and social media. The authors in this timely book are leading exp...

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.

Personal Learning Environments for Language Learning

Directory of Open Access Journals (Sweden)

Panagiotis Panagiotidis

2013-02-01

Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students. In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach. Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose. Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually

Personal Learning Environments for Language Learning

Directory of Open Access Journals (Sweden)

Panagiotis Panagiotidis

2012-12-01

Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students.In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach.Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose.Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually acquiring

Adaptive Learning and Thinking Style to Improve E-Learning Environment Using Neural Network (ALTENN) Model

OpenAIRE

Dagez, Hanan Ettaher; Ambarka, Ali Elghali

2015-01-01

 In recent years we have witnessed an increasingly heightened awareness of the potential benefits of adaptively in e-learning. This has been mainly driven by the realization that the ideal of individualized learning (i.e., learning tailored to the specific requirements and preferences of the individual) cannot be achieved, especially at a “massive” scale, using traditional approaches. In e-learning when the learning style of the student is not compatible with the teaching style of the teacher...

Evolution from Collaborative Learning to Symbiotic E-Learning: Creation of New E-Learning Environment for Knowledge Society

Science.gov (United States)

Songhao, He; Saito, Kenji; Maeda, Takashi; Kubo, Takara

2011-01-01

For people who live in the knowledge society which has rapidly been changing, learning in the widest sense becomes indispensable in all phases of working, living and playing. The construction of an environment, to meet the demands of people who need to acquire new knowledge and skills as the need arises, and enlighten each other regularly, is…

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…

A Collaborative Model for Ubiquitous Learning Environments

Science.gov (United States)

Barbosa, Jorge; Barbosa, Debora; Rabello, Solon

2016-01-01

Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…

Interaction Problems Accessing E-Learning Environments in Multi-Touch Mobile Devices: A Case Study in TelEduc

Science.gov (United States)

da Silva, André Constantino; Freire, Fernanda Maria Pereira; de Arruda, Alan Victor Pereira; da Rocha, Heloísa Vieira

2013-01-01

e-Learning environments offer content, such text, audio, video, animations, using the Web infrastructure and they are designed to users interacting with keyboard, mouse and a medium-sized screen. Mobile devices, such as smartphones and tablets, have enough computation power to render Web pages, allowing browsing the Internet and access e-Learning…

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

eLearning techniques supporting problem based learning in clinical simulation.

Science.gov (United States)

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

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...

The impact of employee’s perception of organizational climate on their technology acceptance toward e-learning in South Korea

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Sun Joo Yoo

2012-09-01

Full Text Available To better understand the relationship between e-learning integration and organizational factors in South Korea, this study explored the influence of employees’ perceptions of organizational climate on their technology acceptances toward e-learning in the workplace of South Korea. Employees’ perceptions of organizational climate was evaluated using Litwin & Stringer’s Organizational Climate Questionnaire (LSOCQ and employees’ technology acceptance toward e-learning was measured by the Unified Theory of Acceptance and Use of Technology (UTAUT. A canonical correlation suggested that employees’ perceived organizational climate can influence their acceptance levels toward e-learning, which implies the importance of addressing organizational issues while integrating e-learning into workplaces in South Korea.

D.E.E.P. Learning: Promoting Informal STEM Learning through a Popular Gaming Platform

Science.gov (United States)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.

2011-12-01

The research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind efforts for games created for the purpose of entertainment. But evidence suggests that digital simulations and games have the "potential to advance multiple science learning goals, including motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning." (NRC, 2011). It is also generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). Video games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, making them a potentially valuable tool for Science, Technology, Engineering and Mathematics (STEM) learning among the diverse audiences associated with informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). We are attempting to capitalize on this potential by developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit. The games, collectively known as Deep-sea Extreme Environment Pilot (D.E.E.P.), engage ISEI visitors in the exploration and understanding of the otherwise remote deep-sea environment. Players assume the role of piloting a remotely-operated vehicle (ROV) to explore ocean observing systems and hydrothermal vent environments, and are challenged to complete science-based objectives in order to earn points under timed conditions. The current games are intended to be relatively brief visitor experiences (on the order of several minutes) that support complementary exhibits and programming, and promote interactive visitor

The Integration of Personal Learning Environments & Open Network Learning Environments

Science.gov (United States)

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

Science.gov (United States)

Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

2017-01-01

This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

vPELS: An E-Learning Social Environment for VLSI Design with Content Security Using DRM

Science.gov (United States)

Dewan, Jahangir; Chowdhury, Morshed; Batten, Lynn

2014-01-01

This article provides a proposal for personal e-learning system (vPELS [where "v" stands for VLSI: very large scale integrated circuit])) architecture in the context of social network environment for VLSI Design. The main objective of vPELS is to develop individual skills on a specific subject--say, VLSI--and share resources with peers.…

Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment.

Science.gov (United States)

Spedding, Ruth; Jenner, Rachel; Potier, Katherine; Mackway-Jones, Kevin; Carley, Simon

2013-04-01

Paediatric emergency medicine (PEM) currently faces many competing educational challenges. Recent changes to the working patterns have made the delivery of effective teaching to trainees extremely difficult. We developed a virtual learning environment, on the basis of socioconstructivist principles, which allows learning to take place regardless of time or location. The aim was to evaluate the effectiveness of a blended e-learning approach for PEM training. We evaluated the experiences of ST3 trainees in PEM using a multimodal approach. We classified and analysed message board discussions over a 6-month period to look for evidence of practice change and learning. We conducted semistructured qualitative interviews with trainees approximately 5 months after they completed the course. Trainees embraced the virtual learning environment and had positive experiences of the blended approach to learning. Socioconstructivist learning did take place through the use of message boards on the virtual learning environment. Despite their initial unfamiliarity with the online learning system, the participants found it easy to access and use. The participants found the learning relevant and there was an overlap between shop floor learning and the online content. Clinical discussion was often led by trainees on the forums and these were described as enjoyable and informative. A blended approach to e-learning in basic PEM is effective and enjoyable to trainees.

The Establishment of an e-Learning System Based on SDT

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Mihyang Bang

2014-06-01

Full Text Available This study established an elementary-school English e-learning system on the basis of theory-based motivation strategies, and verified the effectiveness of the motivation strategies through educational practice and the applicability of traditional motivation theories in e-learning environments. Six motivation strategies were deducted, two from each of the three psychological needs (Autonomy, Competence, Relatedness presupposed as preconditions that increase human motivation based on the Self-Determination Theory. Next, the e-learning system intended to increase intrinsic motivation for English learning was established based on the motivation strategies. Then, this system was used for year-long educational practice in 115 private educational institutes nationwide. Finally, a survey was conducted with 2,300 students to determine whether the e-learning system applying the motivation strategies satisfied the three psychological needs of elementary-school English learners, and whether it improved intrinsic motivation for English studies. Moreover, this study analysed the correlation among motivation strategies, three psychological needs, and five motivation groups. The results revealed that the motivation strategies applied to the e-learning system had a significant influence on the three psychological needs, and those needs had a significant influence on the five motivation groups. This proved the effectiveness of motivation strategies applied to the e-learning system. It was found that SDT, the traditional motivation theory that has been applied to face-to-face classes, is also effective in the e-learning environment. Finally, even in the e-learning environment focusing on individual learning, learners were found to value relationships with others, in addition to competence, which has been studied relatively often in the past. The significance of this study is that it established a theory-based e-learning system and that it is an empirical study

Big data technologies in e-learning

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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

Using Machine Learning as a fast emulator of physical processes within the Met Office's Unified Model

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Prudden, R.; Arribas, A.; Tomlinson, J.; Robinson, N.

2017-12-01

The Unified Model is a numerical model of the atmosphere used at the UK Met Office (and numerous partner organisations including Korean Meteorological Agency, Australian Bureau of Meteorology and US Air Force) for both weather and climate applications.Especifically, dynamical models such as the Unified Model are now a central part of weather forecasting. Starting from basic physical laws, these models make it possible to predict events such as storms before they have even begun to form. The Unified Model can be simply described as having two components: one component solves the navier-stokes equations (usually referred to as the "dynamics"); the other solves relevant sub-grid physical processes (usually referred to as the "physics"). Running weather forecasts requires substantial computing resources - for example, the UK Met Office operates the largest operational High Performance Computer in Europe - and the cost of a typical simulation is spent roughly 50% in the "dynamics" and 50% in the "physics". Therefore there is a high incentive to reduce cost of weather forecasts and Machine Learning is a possible option because, once a machine learning model has been trained, it is often much faster to run than a full simulation. This is the motivation for a technique called model emulation, the idea being to build a fast statistical model which closely approximates a far more expensive simulation. In this paper we discuss the use of Machine Learning as an emulator to replace the "physics" component of the Unified Model. Various approaches and options will be presented and the implications for further model development, operational running of forecasting systems, development of data assimilation schemes, and development of ensemble prediction techniques will be discussed.

The acceptance and use of a virtual learning environment in higher education: an empirical study in Turkey, and the UK

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Özlem Efiloğlu Kurt

2017-10-01

Full Text Available Abstract This study evaluated the acceptance and use of a virtual learning environment in higher education by using the unified theory of acceptance and use of technology (UTAUT model. Study data were collected by means of a questionnaire form, completed by 1032 students receiving undergraduate education in Turkey and the United Kingdom, who currently use similar virtual learning environments. The role of performance expectancy, effort expectancy, social influence and facilitating conditions were evaluated and tested for both countries. The study results demonstrated that the behavioral intention and use behavior regarding the utilization of a virtual learning environment in higher education differed between the two countries, and that the level of impact of the factors that shape behavioral intention and use behavior also differed from one factor to another.

TRAINING OF E-LEARNING MANAGERS: COMPETENCY APPROACH

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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.

Adult Students' Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform – QoE Analysis

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Toni Malinovski

2015-01-01

Full Text Available Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students’ subjective perceptions while using distance education systems based on a videoconferencing platform as Quality of Experience (QoE. Based on a literature review, sociological behavior and expectations, we have constructed a structural equation model (SEM illustrating relations among different variables that can predict positive levels of adult students’ QoE, thus providing guidelines for proper development. We have tested the model using a survey of 198 primary education school teachers involved in a videoconferencing-based learning program for teacher enhancement. Results show a good fit to the model developed. The analysis showed that adult students’ QoE is directly influenced by appropriateness of teacher-student interaction and ease of participation, as well predicted by students’ motivation to attend similar trainings. Additionally, we found that variances in technical quality did not directly influence their QoE from the learning sessions.

OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

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Pedrazzoli, Attilio

2010-06-01

AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

Learning Management Systems and E-Learning within Cyprus Universities

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Amirkhanpour, Monaliz

2011-01-01

Full Text Available This paper presents an extensive research study and results on the use of existing open-source Learning Management Systems, or LMS within the public and private universities of Cyprus. The most significant objective of this research is the identification of the different types of E-Learning, i.e. Computer-Based Training (CBT, Technology-Based Learning (TBL, and Web-Based Training (WBT within Cyprus universities. The paper identifies the benefits and limitations of the main learning approaches used in higher educational institutions, i.e. synchronous and asynchronous learning, investigates the open-source LMS used in the Cypriot universities and compares their features with regards to students’ preferences for a collaborative E-Learning environment. The required data for this research study were collected from undergraduate and graduate students, alumni, faculty members, and IT professionals who currently work and/or study at the public and private universities of Cyprus. The most noteworthy recommendation of this study is the clear indication that most of the undergraduate students that extensively use the specific E-Learning platform of their university do not have a clear picture of the differences between an LMS and a VLE. This gap has to be gradually diminished in order to make optimum use of the different features offered by the specific E-Learning platform.

The Learners’ Attitudes towards Using Different Learning Methods in E-Learning Portal Environment

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Issham Ismail

2011-09-01

Full Text Available This study investigates the learners’ preference of academic, collaborative and social interaction towards interaction methods in e-learning portal. Academic interaction consists of interaction between learners and online learning resources such as online reading, online explanation, online examination and also online question answering. Collaborative interaction occurs when learners interact among themselves using online group discussion. Social interaction happens when learners and instructors participate in the session either via online text chatting or voice chatting. The study employed qualitative methodology where data were collected through questionnaire that was administered to 933 distance education students from Bachelor of Management, Bachelor of Science, Bachelor of Social Science and Bachelor of Art. The survey responses were tabulated in a 5-point Likert scale and analyzed using the Statistical Package for Social Science (SPSS Version 12.0 based on frequency and percentage distribution. The result of the study suggest that among three types of interaction, most of the student prefer academic interaction for their learning supports in e-learning portal compared to collaborative and social interaction. They wish to interact with learning content rather than interact with people. They prefer to read and learn from the resources rather than sharing knowledge among themselves and instructors via collaborative and social interaction.

Virtueller Medizinischer Campus Graz: eine e-Learning Umgebung wird 5 Jahre alt / Virtual Medical Campus Graz: an e-learning environment has its 5 year-anniversary

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Reibnegger, Gilbert

2007-12-01

Full Text Available Parallel with the initiation of an integrated curriculum at the Medical University of Graz a virtual learning environment was implemented, designated as Virtual Medical Campus (VMC. Several financial support projects made the development of the VMC and its enhancements possible. Learning objects are granular and strictly equipped with a set of metadata conforming the SCORM 2004 2nd edition-standard and are therefore reusable and exchangeable with other study courses or e-Learning-systems. Simple usability allows authors the intuitive creation of content, which may be enriched with interactive and tutorial systems using several built in authoring tools like web-based-training or a Virtual Microscope. In 2005 more than 3300 students applied for human medicine at the Medical University of Graz and it was decided to give a virtual term with a selection process at the end of it.More than 1 million accesses to learning objects and 257,000 web-based-trainings were handled without a single breakdown. This unique interim solution of a virtual term demonstrated the capacity of the VMC-system and the organisational possibility to intercept rushes of application using e-Learning. In the meanwhile the VMC Graz provides 13 study courses at four universities in two different European countries and two international postgraduate programs. The technical development aims at Web 3.0 – “Semantic Web” and the further expansion of co-operations is a present and future strategy.

Metacognitive components in smart learning environment

Science.gov (United States)

Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

The E-learning system used in the civil servants' job-training

Science.gov (United States)

Yang, Rui; Ruan, Jianhai

The Chinese government is pursuing e-learning policies which makes job-training with a knowledge-based society. To explain more fully the important role of the e-learning environment, this article undertakes some typical examples of the governments' job-training under e-learning environment. The main problems in servants' job-training in China are the low quantity in the servants' training, short of restriction, the uniform manner in the training and less fairness and availability of opportunities for educational training. In order to develop the e-learning system, the civil servant's job-training policies are provided and the measures of the effective e-learning system are designed.

The digital Dalton Plan: Progressive education as integral part of web-based learning environments

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Georg Weichhart

2018-03-01

Full Text Available e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing

Nonlinear Hebbian Learning as a Unifying Principle in Receptive Field Formation.

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Brito, Carlos S N; Gerstner, Wulfram

2016-09-01

The development of sensory receptive fields has been modeled in the past by a variety of models including normative models such as sparse coding or independent component analysis and bottom-up models such as spike-timing dependent plasticity or the Bienenstock-Cooper-Munro model of synaptic plasticity. Here we show that the above variety of approaches can all be unified into a single common principle, namely nonlinear Hebbian learning. When nonlinear Hebbian learning is applied to natural images, receptive field shapes were strongly constrained by the input statistics and preprocessing, but exhibited only modest variation across different choices of nonlinearities in neuron models or synaptic plasticity rules. Neither overcompleteness nor sparse network activity are necessary for the development of localized receptive fields. The analysis of alternative sensory modalities such as auditory models or V2 development lead to the same conclusions. In all examples, receptive fields can be predicted a priori by reformulating an abstract model as nonlinear Hebbian learning. Thus nonlinear Hebbian learning and natural statistics can account for many aspects of receptive field formation across models and sensory modalities.

Seven Deadliest Unified Communications Attacks

CERN Document Server

York, Dan

2010-01-01

Do you need to keep up with the latest hacks, attacks, and exploits effecting Unified Communications technology? Then you need Seven Deadliest Unified Communication Attacks. This book pinpoints the most dangerous hacks and exploits specific to Unified Communications, laying out the anatomy of these attacks including how to make your system more secure. You will discover the best ways to defend against these vicious hacks with step-by-step instruction and learn techniques to make your computer and network impenetrable. Attacks featured in this book include: UC Ecosystem Attacks Insecure Endpo

Gender and Equity in e-Learning

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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.

Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

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Simándi Szilvia

2017-08-01

Full Text Available Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008, as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc. there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013. Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010 Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

Factors influencing the adoption of E-learning in Tabriz University of Medical Sciences

Science.gov (United States)

Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Ghazi Mirsaeed, Sayd Javad; Zarea Gavgani, Vahideh

2016-01-01

Background: Electronic Learning (E-learning), is the use of electronic technology in education via computer and the internet. Despite its slow adoption by faculty members, e-learning provides several benefits to individuals and organizations. This study was conducted to determine the factors influencing the adoption of e-learning by faculty members in Tabriz University of Medical Sciences. Methods: This was a cross- sectional study, in which a sample of 190 faculty members of Tabriz University of Medical Sciences was randomly selected, using stratified sampling. A Conceptual Path Model of Unified Theory of Acceptance and Use of Technology (UTAUT) was applied to assess the faculty members’ attitude towards e-learning. The collected data were analyzed by SPSS16, using descriptive statistics and regression analysis. The model was tested by structural equation modeling (SEM) and was finally represented by Analysis of Moment Structures. Results: The results evidenced that UTAUT model explains about 56% of the variance for adoption of elearning. The findings also revealed that performance expectancy, effort expectancy, social influences and behavior indentation had direct and significant effects on faculty members’ behavior towards the use of e-learning. However, facilitated condition had no significant effects on the use of e-learning. Conclusion: The authorized model provides considerable insight for perception and anticipation of faculty members’ behaviors in adopting e-learning. The survey clearly identified significant and non-significant factors that may affect the adoption of e-learning. The results of this study could help the policy makers when successful adoption of e-learning is in their agenda. PMID:28491832

Factors influencing the adoption of E-learning in Tabriz University of Medical Sciences.

Science.gov (United States)

Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Ghazi Mirsaeed, Sayd Javad; Zarea Gavgani, Vahideh

2016-01-01

Background: Electronic Learning (E-learning), is the use of electronic technology in education via computer and the internet. Despite its slow adoption by faculty members, e-learning provides several benefits to individuals and organizations. This study was conducted to determine the factors influencing the adoption of e-learning by faculty members in Tabriz University of Medical Sciences. Methods: This was a cross- sectional study, in which a sample of 190 faculty members of Tabriz University of Medical Sciences was randomly selected, using stratified sampling. A Conceptual Path Model of Unified Theory of Acceptance and Use of Technology (UTAUT) was applied to assess the faculty members' attitude towards e-learning. The collected data were analyzed by SPSS16, using descriptive statistics and regression analysis. The model was tested by structural equation modeling (SEM) and was finally represented by Analysis of Moment Structures. Results: The results evidenced that UTAUT model explains about 56% of the variance for adoption of elearning. The findings also revealed that performance expectancy, effort expectancy, social influences and behavior indentation had direct and significant effects on faculty members' behavior towards the use of e-learning. However, facilitated condition had no significant effects on the use of e-learning. Conclusion: The authorized model provides considerable insight for perception and anticipation of faculty members' behaviors in adopting e-learning. The survey clearly identified significant and non-significant factors that may affect the adoption of e-learning. The results of this study could help the policy makers when successful adoption of e-learning is in their agenda.

Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

NARCIS (Netherlands)

Tamara van Gog; Desirée Joosten-ten Brinke; F. J. Prins; Dominique Sluijsmans

2010-01-01

This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on

A Continuum of Teachers' e-Learning Practices

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Sadeck, Osman; Cronjé, Johannes

2017-01-01

The introduction of technologies into the teaching and learning environment has implied changes to the way education plays out in an e-Environment. Previous research has highlighted the many barriers and challenges in integration technology into teaching and learning. Technology is said to be underutilised. However there are studies that have…

Adaptive E-learning System in Secondary Education

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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.

Virtual learning object and environment: a concept analysis.

Science.gov (United States)

Salvador, Pétala Tuani Candido de Oliveira; Bezerril, Manacés Dos Santos; Mariz, Camila Maria Santos; Fernandes, Maria Isabel Domingues; Martins, José Carlos Amado; Santos, Viviane Euzébia Pereira

2017-01-01

To analyze the concept of virtual learning object and environment according to Rodgers' evolutionary perspective. Descriptive study with a mixed approach, based on the stages proposed by Rodgers in his concept analysis method. Data collection occurred in August 2015 with the search of dissertations and theses in the Bank of Theses of the Coordination for the Improvement of Higher Education Personnel. Quantitative data were analyzed based on simple descriptive statistics and the concepts through lexicographic analysis with support of the IRAMUTEQ software. The sample was made up of 161 studies. The concept of "virtual learning environment" was presented in 99 (61.5%) studies, whereas the concept of "virtual learning object" was presented in only 15 (9.3%) studies. A virtual learning environment includes several and different types of virtual learning objects in a common pedagogical context. Analisar o conceito de objeto e de ambiente virtual de aprendizagem na perspectiva evolucionária de Rodgers. Estudo descritivo, de abordagem mista, realizado a partir das etapas propostas por Rodgers em seu modelo de análise conceitual. A coleta de dados ocorreu em agosto de 2015 com a busca de dissertações e teses no Banco de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Os dados quantitativos foram analisados a partir de estatística descritiva simples e os conceitos pela análise lexicográfica com suporte do IRAMUTEQ. A amostra é constituída de 161 estudos. O conceito de "ambiente virtual de aprendizagem" foi apresentado em 99 (61,5%) estudos, enquanto o de "objeto virtual de aprendizagem" em apenas 15 (9,3%). Concluiu-se que um ambiente virtual de aprendizagem reúne vários e diferentes tipos de objetos virtuais de aprendizagem em um contexto pedagógico comum.

Integrating Training Simulations and e-Learning Systems: The SimSCORM Platform (Integratie van Training Simulaties en e-Learning Systemen: Het SimSCORM Platform)

Science.gov (United States)

2008-07-01

SimSCORM Opdrachtnummer Trainingsconcepten voor Defensie Datum Programmanummer Projectnummer juli 2008 V406 032.13224 Auteur (s) ir H.L.H. de Penning...simulators can provide learners with powerful and realistic learning environments: whereas e-learning systems provide them with interactive, mostly theory ...practice and theory , in both learning and evaluation, is becoming increasingly important. From a learner’s point of view, a powerful learning environment

Designing a Secure Exam Management System (SEMS) for M-Learning Environments

Science.gov (United States)

Kaiiali, Mustafa; Ozkaya, Armagan; Altun, Halis; Haddad, Hatem; Alier, Marc

2016-01-01

M-learning has enhanced the e-learning by making the learning process learner-centered. However, enforcing exam security in open environments where each student has his/her own mobile/tablet device connected to a Wi-Fi network through which it is further connected to the Internet can be one of the most challenging tasks. In such environments,…

The role of learning technologists in supporting e-research

Directory of Open Access Journals (Sweden)

Susi Peacock

2009-12-01

Full Text Available This article explores how the role of learning technologists, a professional group that has emerged during the last 15 to 20 years, may be diversifying to include supporting e-research. It contributes to the current debate about the emerging profession and the roles it should play in contemporary higher education. Previous studies have shown that, typically, the profession's role has focussed almost exclusively on curriculum development; traditionally, learning technologists work with students and tutors to enhance the learning environment with technology. This article presents two case studies of PhD research that used a standard e-learning tool, the virtual learning environment (VLE, to conduct focus groups online. The case studies demonstrate the expert role of the learning technologist in supporting researchers to make informed decisions about whether and how to use e-learning tools to conduct qualitative e-research. The learning technologist advised on the potential advantages and limitations of using the VLE for research and fostered collaborative, working relationships with the researchers, acquiring extensive background knowledge about their projects. This required the learning technologist to draw upon her own experience with research into e-learning and on her professional experience gained from supporting curriculum developments. It is suggested that many learning technologists could extend their roles, transferring their knowledge to include supporting e-research. A more inclusive model of the learning technologist's role in academia could help address the potential polarisation of the profession into researchers and practitioners.

The Impact of Cloud Computing Technologies in E-learning

Directory of Open Access Journals (Sweden)

Hosam Farouk El-Sofany

2013-01-01

Full Text Available Cloud computing is a new computing model which is based on the grid computing, distributed computing, parallel computing and virtualization technologies define the shape of a new technology. It is the core technology of the next generation of network computing platform, especially in the field of education, cloud computing is the basic environment and platform of the future E-learning. It provides secure data storage, convenient internet services and strong computing power. This article mainly focuses on the research of the application of cloud computing in E-learning environment. The research study shows that the cloud platform is valued for both students and instructors to achieve the course objective. The paper presents the nature, benefits and cloud computing services, as a platform for e-learning environment.

Pervasive e-learning

DEFF Research Database (Denmark)

Hundebøl, Jesper; Helms, Niels Henrik

2009-01-01

This article falls within planning, production and delivery of innovative learning resources. The establishment of pervasive learning environments is based on the successful combination and re-configuration of inter-connected sets of learning objects, databases and data-streams. The text presents...... a definition of Pervasive Learning Environments and discusses the pedagogical potentials and challenges in developing such environments with emphasis on context, new didactics, content and affordances....

Enhancing Learning within the 3-D Virtual Learning Environment

OpenAIRE

Shirin Shafieiyoun; Akbar Moazen Safaei

2013-01-01

Today’s using of virtual learning environments becomes more remarkable in education. The potential of virtual learning environments has frequently been related to the expansion of sense of social presence which is obtained from students and educators. This study investigated the effectiveness of social presence within virtual learning environments and analysed the impact of social presence on increasing learning satisfaction within virtual learning environments. Second Life, as an example of ...

A strategic approach to developing e-learning capability for healthcare.

Science.gov (United States)

Clarke, Angie; Lewis, Dina; Cole, Ian; Ringrose, Liz

2005-12-01

This article examines a strategic approach to developing e-learning capability to enhance learning opportunities for the workforce of a healthcare organization. Emphasis is given to the procurement of a bespoke Managed Learning Environment (MLE). Strategic organizational issues impacting on future e-learning developments are considered. The 2-year implementation plan was evaluated through a two phase external research project. The first phase focused on the effectiveness of a training programme designed to build capacity for e-learning within the Northern area and also included a virtual learning environment usability study which informed the MLE specification. The second phase evaluation is ongoing during 2005 and interim findings are presented. The MLE has been piloted and on-line learning packages have been acquired. There has been a phased take-up of e-learning opportunities and e-tutor training. Some virtual Communities of Practice have been established. Key organizational issues have been identified and ongoing findings are informing strategic planning. The healthcare MLE is offering enhanced learning opportunities and assisting area healthcare providers in training their dispersed workforces. Blended learning strategies are most successful. The need for protected time for e-learning is a key issue, financial savings are available. Progress has been slowed by identified organizational constraints-the MLE's benefits are widely recognized.

E-Learning Recommender System Based on Collaborative Filtering and Ontology

OpenAIRE

John Tarus; Zhendong Niu; Bakhti Khadidja

2017-01-01

In recent years, e-learning recommender systems has attracted great attention as a solution towards addressing the problem of information overload in e-learning environments and providing relevant recommendations to online learners. E-learning recommenders continue to play an increasing educational role in aiding learners to find appropriate learning materials to support the achievement of their learning goals. Although general recommender systems have recorded significant success in solving ...

Measuring the e-Learning Autonomy of Distance Education Students

Directory of Open Access Journals (Sweden)

Mehmet Firat

2016-08-01

Full Text Available Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their own learning. For this purpose, as the first step of the study, an e-learning autonomy scale was developed. Analyses of the validity and reliability of the scale were carried out with the participation of 1,152 distance education students from Anadolu University, Open Education System. The scale has an internal consistency coefficient of α = 0.952 and a single factorial model that explains 66.58% of the total variance. The scale was implemented with 3,293 students from 42 different programs. According to the findings, student autonomy in e-learning environments is directly proportional to level of ICT use but not affected by program or gender.

Evaluation of asynchronous E-learning in the geography curriculum: enriching learning quality in Saudi high schools

OpenAIRE

Al Dobaikhi, Hend; Woollard, John

2011-01-01

The impacts of emerging ICT into educational curricula Asynchronous discussion forumDiscussion groups via e-learning environmentPosting questions and commentsSelf-efficacy in asynchronous e-learning Web community participationCollaborative learning can be fosteredPositive impacts on objectives of educational curriculum

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.

Nonlinear Hebbian Learning as a Unifying Principle in Receptive Field Formation.

Directory of Open Access Journals (Sweden)

Carlos S N Brito

2016-09-01

Full Text Available The development of sensory receptive fields has been modeled in the past by a variety of models including normative models such as sparse coding or independent component analysis and bottom-up models such as spike-timing dependent plasticity or the Bienenstock-Cooper-Munro model of synaptic plasticity. Here we show that the above variety of approaches can all be unified into a single common principle, namely nonlinear Hebbian learning. When nonlinear Hebbian learning is applied to natural images, receptive field shapes were strongly constrained by the input statistics and preprocessing, but exhibited only modest variation across different choices of nonlinearities in neuron models or synaptic plasticity rules. Neither overcompleteness nor sparse network activity are necessary for the development of localized receptive fields. The analysis of alternative sensory modalities such as auditory models or V2 development lead to the same conclusions. In all examples, receptive fields can be predicted a priori by reformulating an abstract model as nonlinear Hebbian learning. Thus nonlinear Hebbian learning and natural statistics can account for many aspects of receptive field formation across models and sensory modalities.

Testing students' e-learning via Facebook through Bayesian structural equation modeling.

Science.gov (United States)

Salarzadeh Jenatabadi, Hashem; Moghavvemi, Sedigheh; Wan Mohamed Radzi, Che Wan Jasimah Bt; Babashamsi, Parastoo; Arashi, Mohammad

2017-01-01

Learning is an intentional activity, with several factors affecting students' intention to use new learning technology. Researchers have investigated technology acceptance in different contexts by developing various theories/models and testing them by a number of means. Although most theories/models developed have been examined through regression or structural equation modeling, Bayesian analysis offers more accurate data analysis results. To address this gap, the unified theory of acceptance and technology use in the context of e-learning via Facebook are re-examined in this study using Bayesian analysis. The data (S1 Data) were collected from 170 students enrolled in a business statistics course at University of Malaya, Malaysia, and tested with the maximum likelihood and Bayesian approaches. The difference between the two methods' results indicates that performance expectancy and hedonic motivation are the strongest factors influencing the intention to use e-learning via Facebook. The Bayesian estimation model exhibited better data fit than the maximum likelihood estimator model. The results of the Bayesian and maximum likelihood estimator approaches are compared and the reasons for the result discrepancy are deliberated.

Testing students' e-learning via Facebook through Bayesian structural equation modeling.

Directory of Open Access Journals (Sweden)

Hashem Salarzadeh Jenatabadi

Full Text Available Learning is an intentional activity, with several factors affecting students' intention to use new learning technology. Researchers have investigated technology acceptance in different contexts by developing various theories/models and testing them by a number of means. Although most theories/models developed have been examined through regression or structural equation modeling, Bayesian analysis offers more accurate data analysis results. To address this gap, the unified theory of acceptance and technology use in the context of e-learning via Facebook are re-examined in this study using Bayesian analysis. The data (S1 Data were collected from 170 students enrolled in a business statistics course at University of Malaya, Malaysia, and tested with the maximum likelihood and Bayesian approaches. The difference between the two methods' results indicates that performance expectancy and hedonic motivation are the strongest factors influencing the intention to use e-learning via Facebook. The Bayesian estimation model exhibited better data fit than the maximum likelihood estimator model. The results of the Bayesian and maximum likelihood estimator approaches are compared and the reasons for the result discrepancy are deliberated.

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

Designing Learning Resources in Synchronous Learning Environments

DEFF Research Database (Denmark)

Christiansen, Rene B

2015-01-01

Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

Effective Learning Environments in Relation to Different Learning Theories

OpenAIRE

Guney, Ali; Al, Selda

2012-01-01

There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just a few studies about how physical environment is related to learning process. Many researchers generally consider teaching and learning issues as if independent from physical environment, whereas p...

Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College: Has E-learning Redefined our Teaching Model?

Science.gov (United States)

Bhardwaj, A; Nagandla, K; Swe, K Mm; Abas, A Bl

2015-01-01

E-learning is the use of Information and Communication Technology (ICT) to provide online education and learning. E- Learning has now been integrated into the traditional teaching as the concept of 'blended learning' that combines digital learning with the existing traditional teaching methods to address the various challenges in the field of medical education. Structured e-learning activities were started in Melaka Manipal Medical College in 2009 via e-learning platform (MOODLE-Modular Object-Oriented Dynamic Learning Environment). The objective of the present study is to investigate the faculty opinions toward the existing e-learning activities, and to analyse the extent of adopting and integration of e-learning into their traditional teaching methods. A cross sectional study was conducted among faculties of Medicine and Dentistry using pre-tested questionnaires. The data was analyzed by using the statistical package for social science, SPSS, version 16.0. The result of our survey indicates that majority of our faculty (65.4%) held positive opinion towards e-learning. Among the few, who demonstrated reservations, it is attributed to their average level of skills and aptitude in the use of computers that was statistically significant (pe-learning that enables smooth transition of the faculty from their traditional teaching methods into blended approach. Our results are anticipated to strengthen the existing e-learning activities of our college and other universities and convincingly adopt e-learning as a viable teaching and learning strategy.

Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business

Science.gov (United States)

Bidarra, Jose; Araujo, Joao

2013-01-01

This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student's perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we…

Developing E-learning Courses for Mobile Devices

Directory of Open Access Journals (Sweden)

R. Szabados

2007-01-01

Full Text Available The recent and rapid development of mobile devices and the increasing popularity of e learning have created a demand for mobile learning packages and environments. We have analyzed the possibilities of adapting the existing content for mobile devices, and have implemented two fundamentally different systems to satisfy the demand that has arisen. One of the systems creates e learning courses from existing materials and adapts them to the specified platform (this system realizes the functionalities of the Content Management System. The other system is a modified version of the Moodle Learning Management System, which can adapt existing courses right before displaying them. This paper discuses the fundamentals of e learning, the design considerations and investigates various methods of scalable video coding. Finally the realization details of the two systems are presented. 

Assisted Learning Systems in e-Education

Directory of Open Access Journals (Sweden)

Gabriel ZAMFIR

2014-01-01

Full Text Available Human society, analyzed as a learning environment, presumes different languages in order to know, to understand or to develop it. This statement results as a default application of the cog-nitive domain in the educational scientific research, and it highlights a key feature: each essen-tial discovery was available for the entire language compatible society. E-Society is constructed as an application of E-Science in social services, and it is going to reveal a learning system for each application of the information technology developed for a compatible society. This article is proposed as a conceptual one focused on scientific research and the interrelationship be-tween the building blocks of research, defined as an engine for any designed learning system applied in the cognitive domain. In this approach, educational research become a learning sys-tem in e-Education. The purpose of this analysis is to configure the teacher assisted learning system and to expose its main principles which could be integrated in standard assisted instruc-tion applications, available in e-Classroom, supporting the design of specific didactic activities.

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.

e-Learning in nursing education--Challenges and opportunities.

Science.gov (United States)

Kokol, Peter; Blazun, Helena; Micetić-Turk, Dusanka; Abbott, Patricia A

2006-01-01

Quick changes on the field of informational communication technologies forces educational and other institutions to think about different ways of teaching and learning in both formal and informal environments. It addition it is well known that due to fast advancement of science and technology the knowledge gained in schools is getting out-of-date rapidly, so life long learning is becoming an essential alternative. As a consequence we are facing a rapid development and use of new educational approaches such as e-learning, simulations, virtual reality, etc. They brought a revolution to learning and instruction. But in general the empirical results of e-learning studies are somewhat disappointing. They cannot prove the superiority of e-learning processes over traditional learning in general, neither in specific areas like nursing. In our international study we proved that e-Learning can have many benefits and that it can enhance learning experience in nursing education, but it has to be provided in correct manner.

Mapping Students’ Informal Learning Using Personal Learning Environment

Directory of Open Access Journals (Sweden)

Jelena Anđelković Labrović

2014-07-01

Full Text Available Personal learning environments are a widely spared ways of learning, especially for the informal learning process. The aim of this research is to identify the elements of studens’ personal learning environment and to identify the extent to which students use modern technology for learning as part of their non-formal learning. A mapping system was used for gathering data and an analysis of percentages and frequency counts was used for data analysis in the SPSS. The results show that students’ personal learning environment includes the following elements: Wikipedia, Google, YouTube and Facebook in 75% of all cases, and an interesting fact is that all of them belong to a group of Web 2.0 tools and applications.

Constructing a Grounded Theory of E-Learning Assessment

Science.gov (United States)

Alonso-Díaz, Laura; Yuste-Tosina, Rocío

2015-01-01

This study traces the development of a grounded theory of assessment in e-learning environments, a field in need of research to establish the parameters of an assessment that is both reliable and worthy of higher learning accreditation. Using grounded theory as a research method, we studied an e-assessment model that does not require physical…

Conditions for Productive Learning in Network Learning Environments

DEFF Research Database (Denmark)

Ponti, M.; Dirckinck-Holmfeld, Lone; Lindström, B.

2004-01-01

are designed without a deep understanding of the pedagogical, communicative and collaborative conditions embedded in networked learning. Despite the existence of good theoretical views pointing to a social understanding of learning, rather than a traditional individualistic and information processing approach......The Kaleidoscope1 Jointly Executed Integrating Research Project (JEIRP) on Conditions for Productive Networked Learning Environments is developing and elaborating conceptual understandings of Computer Supported Collaborative Learning (CSCL) emphasizing the use of cross-cultural comparative......: Pedagogical design and the dialectics of the digital artefacts, the concept of collaboration, ethics/trust, identity and the role of scaffolding of networked learning environments.   The JEIRP is motivated by the fact that many networked learning environments in various European educational settings...

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.

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.

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

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.

ASPECTS OF USING CLOUD TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENT

OpenAIRE

ZHVANIA, Taliko; KAPANADZE, David; KIKNADZE, Mzia; TANDILASHVILI, George

2016-01-01

Thereare increased using the e-Learning technologies at the modern institutions ofhigher education, which favored to integrate the various instruments in thevirtual learning environment. Recently,the cloud technologies have become the most popular, which offer e-Learninginternet technologies based dynamical and actual new opportunities to theeducational institutions. The cloud technologies provide a high level of theservice and they impact on the design of the training courses, offered servic...

Students’ Motivation for Learning in Virtual Learning Environments

OpenAIRE

Beluce, Andrea Carvalho; Oliveira, Katya Luciane de

2015-01-01

The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled ...

An e-learning application on electrochemotherapy

Directory of Open Access Journals (Sweden)

Bester Janez

2009-10-01

Full Text Available Abstract Background Electrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics. Methods The educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments. The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application. Results The e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning

An e-learning application on electrochemotherapy.

Science.gov (United States)

Corovic, Selma; Bester, Janez; Miklavcic, Damijan

2009-10-20

Electrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics. The educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method) and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments). The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application. The e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning application we explain basic principles of

Design of Feedback in Interactive Multimedia Language Learning Environments

Directory of Open Access Journals (Sweden)

Vehbi Türel

2012-01-01

Full Text Available In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46. This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.. This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

E-learning stakeholders information security vulnerability model

OpenAIRE

Mohd Alwi, Najwa Hayaati

2012-01-01

The motivation to conduct this research has come from awareness that the Internet exposes the e-learning environment to information security threats and vulnerabilities. Information security management as practised as a top down approach in many organisations tend to detach of people’s responsibility in ensuring the security of e-learning. Literature has pointed out that people’s behaviour required to be addressed to control the information security threats. This research proposes an ISM huma...

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.

Preliminary Report Regarding State Allocation Board Funding of the Los Angeles Unified School District's Belmont Learning Complex.

Science.gov (United States)

Armoudian, Maria; Carman, Georgann; Havan, Artineh; Heron, Frank

A preliminary report of the California Legislature's Joint Legislative Audit Committee presents findings on the construction team selection process for the Los Angeles Unified School District's (LAUSD's) Belmont Learning Complex. Evidence reveals a seriously flawed process that directly conflicted with existing law and practice. The report…

An e-learning approach to informed problem solving

Directory of Open Access Journals (Sweden)

Georg Weichhart

2012-06-01

Full Text Available When taking into account individualized learning processes not only content and interaction facilities need to be re-considered, but also the design of learning processes per se. Besides explicitness of learning objectives, interactive means of education need to enable intertwining content and communication elements as basic elements of active learning in a flexible way while preserving a certain structure of the learning process. Intelligibility Catchers are a theoretically grounded framework to enable such individualized processes. It allows learners and teachers agreeing and determining a desired learning outcome in written form. This type of e-learning contract enables students to individually explore content and participate in social interactions, while being guided by a transparent learning process structure. The developed implementation empowers learners in terms of creative problem-solving capabilities, and requires adaptation of classroom situations. The framework and its supporting semantic e-learning environment not only enables diverse learning and problem solving processes, but also supports the collaborative construction of e-learning contracts.

Exploring Collaborative Learning Effect in Blended Learning Environments

Science.gov (United States)

Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

2017-01-01

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

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....

E-LEARNING CHANGE MANAGEMENT: Challenges and opportunities

Directory of Open Access Journals (Sweden)

Alaattin PARLAKKILIC

2013-10-01

Full Text Available The role of e-learning technologies entirely depends on the acceptance and execution of required-change in the thinking and behaviour of the users of institutions. The research are constantly reporting that many e-learning projects are falling short of their objectives due to many reasons but on the top is the user resistance to change according to the digital requirements of new era. It is argued that the suitable way for change management in e-learning environment is the training and persuading of users with a view to enhance their digital literacy and thus gradually changing the users’ attitude in positive direction. This paper discusses change management in transition to e-learning system considering pedagogical, cost and technical implications. It also discusses challenges and opportunities for integrating these technologies in higher learning institutions with examples from Turkey GATA (Gülhane Askeri Tıp Akademisi-Gülhane Military Medical Academy.

Readiness to adopt e-learning: pioneering a course in school librarianship education

Directory of Open Access Journals (Sweden)

Sandy Zinn

2009-01-01

Full Text Available E-learning has come of age in South African higher education but scepticism, caution and an inadequate reward system for innovative teaching methods have resulted in a slow uptake by academics. Within this milieu the author pioneered a course in the ACE School Librarianship programme. The study describes the e-learning experiences of the course participants gleaned from questionnaire responses to questions related to experiences of ICTs, the Internet and online learning, ability to navigate the e-learning environment, utilization of elements of the learning management system and implementation of course ideas in their respective schools and personal lives. The study also provides an opportunity for the author to reflect on her pioneering experiences with e-learning and how she would approach it differently next time. The main lessons learned were that 1 the e-learning environment is not necessarily intuitive and participants need opportunities to digest novel features such as the discussion forum; 2 several of the advantages and disadvantages of e-learning that appear in the research literature are identified in this study; and 3 setting up an e-learning course is best achieved incrementally.

The learning environment and learning styles: a guide for mentors.

Science.gov (United States)

Vinales, James Jude

The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

Disability and eLearning: Opportunities and Barriers

Directory of Open Access Journals (Sweden)

Mike Kent

2015-02-01

Full Text Available This paper explores the current rising rates of online learning in higher education. It examines how disability is activated differently online and the impact of this on learning and teaching through the internet and the accessibility of two of the most popular learning management systems, Blackboard and Moodle, and the different approaches, benefits and problems associated with each system. It then explores the eLearning environment beyond the structure of a LMS to a broader digital campus that includes social networks, video hosting sites and micro blogging, where students and staff are increasingly expanding the learning and social environment in higher education. It also questions the legal and moral responsibilities of universities to make all their online activities accessible to all students, regardless of disability.

Design and evaluation of a Facebook game for self-directed e-learning

Directory of Open Access Journals (Sweden)

Tim M. H. Li

2016-09-01

Full Text Available Social networking sites (SNSs such as Facebook have a potential to become a valuable learning environment. Facebook games with appropriate instructional design may provide players with better learning experiences and outcomes. Using an effective educational Facebook game, we aimed to explore the educational effects of Facebook games as self-directed e-learning environments. We tested our hypotheses on a sample of 73 undergraduates (42 females. The participants completed the Facebook game and self-administered questionnaires over a 3-week period. Path analysis demonstrated that Internet self-efficacy, usability, and fun positively affected perceived learning effectiveness and user satisfaction in a Facebook learning environment. We discussed the research and practical implications of these findings for the future development of self-directed e-learning on SNS.

New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam

Science.gov (United States)

Khasianov, Airat; Shakhova, Irina

2017-01-01

In this paper we study a new model of mobile learning for the Unified State Exam ("USE") preparation in Russian Federation. "USE"--is the test school graduates need to pass in order to obtain Russian matura. In recent years the efforts teachers put for preparation of their students to the "USE" diminish how well the…

E-Learning as a Knowledge Management Approach for Intellectual Capital Utilization

Science.gov (United States)

Shehabat, Issa; Mahdi, Saad A.; Khoualdi, Kamel

2008-01-01

This paper addresses human resources utilization at the university environment. We address the design issues of e-learning courses that can capture the teacher knowledge. The underlying objective is that e-learning is a key knowledge and major resources for many universities. Therefore, the design of e-learning should be an important part of the…

An E-learning System based on Affective Computing

Science.gov (United States)

Duo, Sun; Song, Lu Xue

In recent years, e-learning as a learning system is very popular. But the current e-learning systems cannot instruct students effectively since they do not consider the emotional state in the context of instruction. The emergence of the theory about "Affective computing" can solve this question. It can make the computer's intelligence no longer be a pure cognitive one. In this paper, we construct an emotional intelligent e-learning system based on "Affective computing". A dimensional model is put forward to recognize and analyze the student's emotion state and a virtual teacher's avatar is offered to regulate student's learning psychology with consideration of teaching style based on his personality trait. A "man-to-man" learning environment is built to simulate the traditional classroom's pedagogy in the system.

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

Science.gov (United States)

Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

2013-01-01

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…

Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

Science.gov (United States)

Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

2014-01-01

Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

Open Integrated Personal Learning Environment: Towards a New Conception of the ICT-Based Learning Processes

Science.gov (United States)

Conde, Miguel Ángel; García-Peñalvo, Francisco José; Casany, Marià José; Alier Forment, Marc

Learning processes are changing related to technological and sociological evolution, taking this in to account, a new learning strategy must be considered. Specifically what is needed is to give an effective step towards the eLearning 2.0 environments consolidation. This must imply the fusion of the advantages of the traditional LMS (Learning Management System) - more formative program control and planning oriented - with the social learning and the flexibility of the web 2.0 educative applications.

Problem-Based Learning in Web Environments: The Case of ``Virtual eBMS'' for Business Engineering Education

Science.gov (United States)

Elia, Gianluca; Secundo, Giustina; Taurino, Cesare

This chapter presents a case study where Problem Based Learning (PBL) approach is applied to a Web-based environment. It first describes the main features behind the PBL for creating Business Engineers able to face the grand technological challenges of the 2020. Then it introduces a Web Based system supporting the PBL strategy, called the “Virtual eBMS”. This system has been designed and implemented at the e-Business Management Section of the Scuola Superiore ISUFI - University of Salento (Italy), in the framework of a research project carried out in collaboration with IBM. Besides the logical and technological description of Virtual eBMS, the chapter presents two applications of the platform in two different contexts: an academic context (international master) and an entrepreneurial context (awareness workshop with companies and entrepreneurs). The system is illustrated starting from the description of an operational framework for designing curricula PBL based from the author perspective and, then, illustrating a typical scenario of a learner accessing to the curricula. In the description, it is highlighted both the “structured” way and the “unstructured” way to create and follow an entire learning path.

Working Memory Capacity and Mobile Multimedia Learning Environments: Individual Differences in Learning While Mobile

Science.gov (United States)

Doolittle, Peter E.; Mariano, Gina J.

2008-01-01

The present study examined the effects of individual differences in working memory capacity (WMC) on learning from an historical inquiry multimedia tutorial in stationary versus mobile learning environments using a portable digital media player (i.e., iPod). Students with low (n = 44) and high (n = 40) working memory capacity, as measured by the…

ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings

NARCIS (Netherlands)

Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Hutten, Edwin; Rutledge, Lloyd; Van Rosmalen, Peter; Hummel, Hans; Koper, Rob

2009-01-01

Drachsler, H., Peccau, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., Hummel, H. G. K., & Koper, R. (2009). ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings. Presentation at the 2nd Workshop Mash-Up Personal Learning

Traditional Classroom vs E-learning in Higher Education: Difference between Students' Behavioral Engagement

Directory of Open Access Journals (Sweden)

Fei Li

2014-03-01

Full Text Available We discuss traditional classroom, e-learning, behavioral engagement and difference between behavioral engagements in two kind of instruction environment. Results from variance analyses suggest that there is no significant difference between engagements of active learning in different classroom conditions, and there exist significant differences on higher-level learning of innovative and critical thinking. Our findings highlight students' behavioral engagements in two environments have no significant advantage over each other, but e-learning facilitates higher-level learning better.

Peer Evaluation in CMC Learning Environment and Writing Skill

Directory of Open Access Journals (Sweden)

Morteza Mellati

2014-09-01

Full Text Available Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.

Work in Progress - Developing Joint Degrees through E-Learning Systems

OpenAIRE

Aguirre Herrera, Sandra; Quemada Vives, Juan; Salvachúa Rodríguez, Joaquín

2008-01-01

The development of Joint Degrees is an important mechanism for opening higher education systems nationwide, adapting them to the international standard, and promoting quality assessment to a broader environment. Since e-Learning systems covers a wide range of academic programs, and as joint degrees such as e-Learning are rapidly growing trends, finding a suitable solution that enables universities to design joint degrees through their own e-Learning systems becomes necessary. This paper intro...

A remote sensing computer-assisted learning tool developed using the unified modeling language

Science.gov (United States)

Friedrich, J.; Karslioglu, M. O.

The goal of this work has been to create an easy-to-use and simple-to-make learning tool for remote sensing at an introductory level. Many students struggle to comprehend what seems to be a very basic knowledge of digital images, image processing and image arithmetic, for example. Because professional programs are generally too complex and overwhelming for beginners and often not tailored to the specific needs of a course regarding functionality, a computer-assisted learning (CAL) program was developed based on the unified modeling language (UML), the present standard for object-oriented (OO) system development. A major advantage of this approach is an easier transition from modeling to coding of such an application, if modern UML tools are being used. After introducing the constructed UML model, its implementation is briefly described followed by a series of learning exercises. They illustrate how the resulting CAL tool supports students taking an introductory course in remote sensing at the author's institution.

A METHODOLOGICAL APPROACH FOR IMPLEMENTATION OF ADAPTIVE E-LEARNING

OpenAIRE

Valia Arnaudova; Todorka Terzieva; Asen Rahnev

2016-01-01

The purpose of adaptive e-Learning is to ensure effective teaching by providing an opportunity for students to connect with an environment that suits their needs, behavior, and knowledge. The reason adaptive e-Learning is important is that, for a learning process to be successful, it is necessary to consider teaching materials that address specific characteristics of the student, such as their particular goals, preferences, knowledge, and style of studying, to provide an appropriate teaching ...

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

 e-Learning in Virtual Communities of Practice - And Beyond?

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2007-01-01

The work of Lave and Wenger on learning in 'communities of practice' has evoked a considerable response in e-learning environments through-out the world including Denmark in the last few decades. Within the development of web-based second language learning, the ideas of learning in communities...... interaction and case studies of e-learning language platforms within the area of teaching Danish as a second language for adult foreigners. The concepts of communities of practice are also discussed and developed....... individual process. The aim of this paper is to investigate aspects of the Danish development of e-learning platforms and, especially students' and teachers' very differing perceptions of e-learning and the concepts behind it. The analysis is based on student and teacher interviews, research on language...

Explain the Behavior Intention to Use e-Learning Technologies: A Unified Theory of Acceptance and Use of Technology Perspective

Science.gov (United States)

Shaqrah, Amin A.

2015-01-01

The purpose of this study is to explain the behavior intention to use e-learning technologies. In order to achieve a better view and validate the study, researcher attempts to give details of how technology acceptance models help Jordanian trainees firms in accepting e-learning technology, and how if applied will result more attention to usage…

Promoting Collaboration in a Project-Based E-Learning Context

Science.gov (United States)

Papanikolaou, Kyparisia; Boubouka, Maria

2011-01-01

In this paper we investigate the value of collaboration scripts for promoting metacognitive knowledge in a project-based e-learning context. In an empirical study, 82 students worked individually and in groups on a project using the e-learning environment MyProject, in which the life cycle of a project is inherent. Students followed a particular…

The impact of E-learning on improving Iranian EFL learners ...

African Journals Online (AJOL)

Multimedia materials in the English classroom play a novel role in language learning. The report presents the advantages of the e-learning and its role in enhancing “English Foreign language” (EFL) students' language skills and independent learning. An already running and established virtual learning environment, ...

eLearning resources to supplement postgraduate neurosurgery training.

OpenAIRE

Stienen, MN; Schaller, K; Cock, H; Lisnic, V; Regli, L; Thomson, S

2017-01-01

BACKGROUND: 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. MATERIAL AND METHODS: A MEDLINE query was performed, using the search ter...

Individualising Media Practice Education Using a Feedback Loop and Instructional Videos Within an eLearning Environment.

Directory of Open Access Journals (Sweden)

Trevor Harris

2012-06-01

Full Text Available This paper explores the development and impact of the author’s TELE (Technology Enhanced Learning Environment action research project for individualising media practice education. The latest iteration of different classroom methodologies being employed to develop high-level skills in media production, the author has combined an interactive eLearning approach with instructional videos and, crucially, an individual feedback loop in order to widen access to the curriculum and create a more efficient teaching and learning environment. The focus therefore is on student engagement and organisational efficiencies as a result of the research. It should be noted that there has been no funding attached to this work, nor are there any institutional imperatives or other stakeholder involvement in this research. This project has been undertaken by the author as an evolutionary development of the various methodologies developed, cognisant of the increased technology literacy of the student cohort. The educational benefit of bringing video instruction into the curriculum as part of the project is examined as a creative pedagogy of direct benefit to students rather than as a subliminal marketing tool that other systems are often used for. Over 16K words of written data was collected during the project, and this is analysed both quantitatively and qualitatively with reference to the initial objectives of the research

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.

Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments

Directory of Open Access Journals (Sweden)

Indira KONERU

2017-10-01

Full Text Available Current and emerging technologies enable Open Distance Learning (ODL institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted / Aided Assessment (CAA systems through intelligent assessment and feedback systems. E-Assessment (electronic assessment connotes using electronic technology and tools to design and administer assessments, collect and store students’ assessment evidences, grade performance, provide feedback and generate reports. The widely recognized advantages of e-Assessment over traditional, paper-based assessment include: lower long term costs, instant feedback to students, greater flexibility with respect to location and timing, improved reliability with machine marking, improved impartiality, and enhanced question styles that incorporate interactivity and multimedia. The advent of Learning Management Systems (LMS, such as Moodle (Modular Object-Oriented Dynamic Learning Environment paved the way for integrated advanced services for: interactive dialogue, controlling knowledge at different stages of distance process and e-Assessment systems. Moodle provides the complete integrated environment for handling all aspects of e-Assessment from authoring questions through to reports for course teams (Butcher, 2008. This study explores how Moodle functionality: supports diagnostic, formative, summative and competency-based assessments and facilitates ODL institutions design, administer and manage e-Assessments.

School and workplace as learning environments

DEFF Research Database (Denmark)

Jørgensen, Christian Helms

In vocational education and training the school and the workplace are two different learning environments. But how should we conceive of a learning environment, and what characterizes the school and the workplace respectively as learning environments? And how can the two environ-ments be linked......? These questions are treated in this paper. School and workplace are assessed us-ing the same analytical approach. Thereby it is pointed out how different forms of learning are en-couraged in each of them and how different forms of knowledge are valued. On this basis sugges-tions are made about how to understand...

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...

The Ecology of Interactive Learning Environments: Situating Traditional Theory

Science.gov (United States)

Johnson, Genevieve Marie

2014-01-01

In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, -- behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human…

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.

Designing Creative Learning Environments

Directory of Open Access Journals (Sweden)

Thomas Cochrane

2015-05-01

Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

GUDM: Automatic Generation of Unified Datasets for Learning and Reasoning in Healthcare.

Science.gov (United States)

Ali, Rahman; Siddiqi, Muhammad Hameed; Idris, Muhammad; Ali, Taqdir; Hussain, Shujaat; Huh, Eui-Nam; Kang, Byeong Ho; Lee, Sungyoung

2015-07-02

A wide array of biomedical data are generated and made available to healthcare experts. However, due to the diverse nature of data, it is difficult to predict outcomes from it. It is therefore necessary to combine these diverse data sources into a single unified dataset. This paper proposes a global unified data model (GUDM) to provide a global unified data structure for all data sources and generate a unified dataset by a "data modeler" tool. The proposed tool implements user-centric priority based approach which can easily resolve the problems of unified data modeling and overlapping attributes across multiple datasets. The tool is illustrated using sample diabetes mellitus data. The diverse data sources to generate the unified dataset for diabetes mellitus include clinical trial information, a social media interaction dataset and physical activity data collected using different sensors. To realize the significance of the unified dataset, we adopted a well-known rough set theory based rules creation process to create rules from the unified dataset. The evaluation of the tool on six different sets of locally created diverse datasets shows that the tool, on average, reduces 94.1% time efforts of the experts and knowledge engineer while creating unified datasets.

Implementing E-Learning across the School of Education: A Case Study

Science.gov (United States)

Reyna, Jorge

2016-01-01

In January 2009 the School of Education, University of Western Sydney decided to appoint an e-learning officer with the aim of improving the quality of online learning environments across course units. The e-learning officer had built a strong relationship with 45 academics across two campuses, with a positive impact on the application of…

Learning Environment And Pupils Academic Performance ...

African Journals Online (AJOL)

Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

E-LEARNING AS A KNOWLEDGE MANAGEMENT APPROACH FOR INTELLECTUAL CAPITAL UTILIZATION

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Issa SHEHABAT

2009-01-01

Full Text Available This paper addresses human resources utilization at the university environment. We address the design issues of e-learning courses that can capture the teacher knowledge. The underlying objective is that e-learning is a key knowledge and major resources for many universities. Therefore, the design of e-learning should be an important part of the university knowledge management process. Teachers' knowledge in any important topic or field should be managed in a way that the university can benefit from it in case of teacher leaving or retired. Hence, intellectual personal knowledge management will be explored through the development of e-learning systems. Some concepts from the Artificial Intelligence field can be used in developing such systems. The potential for utilizing human knowledge in the university environment will optimize the resources and can be of cost effective and quality assurance factors and provide the university with a sustainable competitive advantage. Assuring the proper knowledge management within the university environment is a more complex issue. This is due to the diverse of topics in one hand and the behavior of the student and the lecturers on the other hand. Effective implementation and success requires a lot of efforts that will guarantee the utilization of the intellectual capital within the university environment.

E-LEARNING AS A KNOWLEDGE MANAGEMENT APPROACH FOR INTELLECTUAL CAPITAL UTILIZATION

Directory of Open Access Journals (Sweden)

Issa SHEHABAT

2008-01-01

Full Text Available This paper addresses human resources utilization at the university environment. We address the design issues of e-learning courses that can capture the teacher knowledge. The underlying objective is that e-learning is a key knowledge and major resources for many universities. Therefore, the design of e-learning should be an important part of the university knowledge management process. Teachers' knowledge in any important topic or field should be managed in a way that the university can benefit from it in case of teacher leaving or retired. Hence, intellectual personal knowledge management will be explored through the development of e-learning systems. Some concepts from the Artificial Intelligence field can be used in developing such systems.The potential for utilizing human knowledge in the university environment will optimize the resources and can be of cost effective and quality assurance factors and provide the university with a sustainable competitive advantage.Assuring the proper knowledge management within the university environment is a more complex issue. This is due to the diverse of topics in one hand and the behavior of the student and the lecturers on the other hand. Effective implementation and success requires a lot of efforts that will guarantee the utilization of the intellectual capital within the university environment.

Creating a flexible learning environment.

Science.gov (United States)

Taylor, B A; Jones, S; Winters, P

1990-01-01

Lack of classroom space is a common problem for many hospital-based nurse educators. This article describes how nursing educators in one institution redesigned fixed classroom space into a flexible learning center that accommodates their various programs. Using the nursing process, the educators assessed their needs, planned the learning environment, implemented changes in the interior design, and evaluated the outcome of the project. The result was a learning environment conducive to teaching and learning.

Ambientes virtuais de aprendizagem: implicações epistemológicas Virtual learning environments: epistemological implications

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Vera Menezes de O Paiva

2010-12-01

Full Text Available Este texto apresenta algumas visões epistemológicas - objetivismo, subjetivismo e experiencialismo -, em uma tentativa de compreender os conceitos de conhecimento e de aprendizagem subjacentes à construção de ambientes virtuais de aprendizagem. Apresenta, também, uma descrição de três plataformas de aprendizagem gratuitas - AulaNet, Moodle e TeleEduc - e enfatiza que outras ferramentas do internet pode ser adicionadas a esses ambientes educacionais virtuais, de forma a propiciar mais experiências de aprendizagem. Finalmente, conclui que o ambiente virtual retira os professores do palco da aprendizagem, pois eles também podem aprender com os alunos.This text presents some epistemological views - objectivism, subjectivism and experientialism - aiming at understanding the concepts of knowledge and learning which underlay the construction of virtual learning environments. It also presents a description of three free learning software - AulaNet, Moodle and TeleEduc - and emphasizes that other internet tools can be added to those virtual educational environments in order to offer more learning experiences. Finally, it concludes that learning environments remove teachers from the learning stage as they can also learn with the students.

Evaluation of use of e-Learning in undergraduate radiology education: A review

Energy Technology Data Exchange (ETDEWEB)

Zafar, Saad, E-mail: saad.zafar@riphah.edu.pk [Riphah International University, Islamabad (Pakistan); Safdar, Saima, E-mail: saima.safdar@riphah.edu.pk [Riphah International University, Islamabad (Pakistan); Zafar, Aasma N., E-mail: aasmarad@gmail.com [Radiology Department, Senior Registrar Shifa College of Medicine and Assistant Consultant Shifa International Hospital, Islamabad (Pakistan)

2014-12-15

Highlights: • We have systematically reviewed the literature on use of e-Learning in Radiology at the undergraduate level. • Kirkpatrick's Learning Model is used to evaluate the learning outcomes of the reported studies. • There is an increase in positive response for learning management systems used in blended learning environments. • There are wide range of technologies being used for e-Learning including use of audio response system and customized PAC solutions. • There is a clear trend toward highly interactive, self directed learning environment to support the concept of life long independent learners. - Abstract: Purpose: The aim of this review is to investigate the evaluative outcomes present in the literature according to Kirkpatrick's learning model and to examine the nature and characteristics of the e-Learning interventions in radiology education at undergraduate level. Materials and methods: Four databases (PubMed, MEDLINE, Embase, Eric) are searched for publications related to the application of e-Learning in undergraduate radiology education. The search strategy is a combination of e-Learning and Mesh and non Mesh radiology and undergraduate related terms. These search strategies are established in relation to experts of respective domains. The full text of thirty pertinent articles is reviewed. Author's country and study location data is extracted to identify the most active regions and year's are extracted to know the existing trend. Data regarding radiology subfields and undergraduate year of radiology education is extracted along with e-Learning technologies to identify the most prevalent or suitable technologies or tools with respect to radiology contents. Kirkpatricks learning evaluation model is used to categorize the evaluative outcomes reported in the identified studies. Results: The results of this analysis reveal emergence of highly interactive games, audience response systems and designing of wide range of

Evaluation of use of e-Learning in undergraduate radiology education: A review

International Nuclear Information System (INIS)

Zafar, Saad; Safdar, Saima; Zafar, Aasma N.

2014-01-01

Highlights: • We have systematically reviewed the literature on use of e-Learning in Radiology at the undergraduate level. • Kirkpatrick's Learning Model is used to evaluate the learning outcomes of the reported studies. • There is an increase in positive response for learning management systems used in blended learning environments. • There are wide range of technologies being used for e-Learning including use of audio response system and customized PAC solutions. • There is a clear trend toward highly interactive, self directed learning environment to support the concept of life long independent learners. - Abstract: Purpose: The aim of this review is to investigate the evaluative outcomes present in the literature according to Kirkpatrick's learning model and to examine the nature and characteristics of the e-Learning interventions in radiology education at undergraduate level. Materials and methods: Four databases (PubMed, MEDLINE, Embase, Eric) are searched for publications related to the application of e-Learning in undergraduate radiology education. The search strategy is a combination of e-Learning and Mesh and non Mesh radiology and undergraduate related terms. These search strategies are established in relation to experts of respective domains. The full text of thirty pertinent articles is reviewed. Author's country and study location data is extracted to identify the most active regions and year's are extracted to know the existing trend. Data regarding radiology subfields and undergraduate year of radiology education is extracted along with e-Learning technologies to identify the most prevalent or suitable technologies or tools with respect to radiology contents. Kirkpatricks learning evaluation model is used to categorize the evaluative outcomes reported in the identified studies. Results: The results of this analysis reveal emergence of highly interactive games, audience response systems and designing of wide range of

Group Modeling in Social Learning Environments

Science.gov (United States)

Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

2012-01-01

Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

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

Directory of Open Access Journals (Sweden)

Jennifer Loy

2014-02-01

Full Text Available 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 internet enabled phones have made computer-based learning mobile, invading classroom learning, changing communication between students, enabling on the spot research, and making the recording of ideas and activities easier. The barriers between online and offline are becoming blurred in a combined digital and physical learning environment. Three-dimensional printing is part of this unification and can be an empowering learning tool for students, changing their relationship with the virtual and the physical, allowing them to take ideas and thinking from screen to reality and back again in an iterative, connected process, however, from an eLearning point of view it is, more importantly, a transformative technology with the potential to change the relationship of the learner to their learning and the scope and nature of their work. Examples from Griffith Product Design student learning illustrate the potential of eMaking to enhance combined learning in a digital age.

Investigating Effects of Problem-Based versus Lecture-Based Learning Environments on Student Motivation

Science.gov (United States)

Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva

2011-01-01

This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further…

Incremental Learning for Place Recognition in Dynamic Environments

OpenAIRE

Luo, Jie; Pronobis, Andrzej; Caputo, Barbara; Jensfelt, Patric

2007-01-01

This paper proposes a discriminative approach to template-based Vision-based place recognition is a desirable feature for an autonomous mobile system. In order to work in realistic scenarios, visual recognition algorithms should be adaptive, i.e. should be able to learn from experience and adapt continuously to changes in the environment. This paper presents a discriminative incremental learning approach to place recognition. We use a recently introduced version of the incremental SVM, which ...

E-learning Based Occupational Therapy Education Leads to Engaged Students

DEFF Research Database (Denmark)

Bensen, Maria; Kolbæk, Ditte

2017-01-01

students engagement in e-learning based professional bachelor educations such as Occupational Therapy (OT). Research questions The research questions in this paper is: On the basis of the OT-students experiences, how can learning activities be supported in a synchronous, virtual learning environment......-education in Denmark. Providers of similar educations can use the results of this study to form the design of e-learning/blended learning in their programme in order to enhance students’ engagement. It also includes a modified, phenomenological way of using memory-work. Why is this interesting? This paper is unique...

Engaging Students' Learning Through a Blended Environment

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Andrew Stuart

2013-05-01

Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

From Behaviorism to Connectivism of Modern E-Learning

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Zbigniew Meger

2012-06-01

Full Text Available Wider use of e-learning methods and universality of learning platform encourage to running learning processes in different forms and to preparing new teaching materials. However, it appears that such materials are usually prepared in the simplest form of programmed learning course, where knowledge is transmitted in form of programmed instruction without or only with a weak feedback from the learner. Meanwhile, in the past four decades are developing cognitive methods, which are only slightly reflected in nowadays techniques and methods of distance learning. However, it appears in the last years, that the important role in education can play constructivism, whose ideas can be also implement in distance learning environment. All of these trends is trying to cover the theory of connectivism, and glimpse of this theory can indicate the opportunities and threats of modern e-learning.

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.

Investigating relationship between self- and co-regulatory learning processes in a workplace e-learning system

NARCIS (Netherlands)

Rahimi, E.; Tampinongkol, S.; Sedighi, M.; Van den Berg, J.; Veen, W.

2014-01-01

While supporting regulatory learning processes in work environments is increasingly becoming important, there is not a clear picture of the interaction between self- and coregulatory processes performed by learners in workplace e-learning systems. In this paper, by following a design-based research

SCAFFOLDING IN CONNECTIVIST MOBILE LEARNING ENVIRONMENT

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Ozlem OZAN

2013-04-01

Full Text Available Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: Ø to learn in a networked environment, Ø to manage their networked learning process, Ø to interact in a networked society, and Ø to use the tools belonging to the network society. The researcher described how Vygotsky's “scaffolding” concept, Berge’s “learner support” strategies, and Siemens’ “connectivism” approach can be used together to satisfy mobile learners’ needs. A connectivist mobile learning environment was designed for the research, and the research was executed as a mixed-method study. Data collection tools were Facebook wall entries, personal messages, chat records; Twitter, Diigo, blog entries; emails, mobile learning management system statistics, perceived learning survey and demographic information survey. Results showed that there were four major aspects of scaffolding in connectivist mobile learning environment as type of it, provider of it, and timing of it and strategies of it. Participants preferred mostly social scaffolding, and then preferred respectively, managerial, instructional and technical scaffolding. Social scaffolding was mostly provided by peers, and managerial scaffolding was mostly provided by instructor. Use of mobile devices increased the learner motivation and interest. Some participants stated that learning was more permanent by using mobile technologies. Social networks and mobile technologies made it easier to manage the learning process and expressed a positive impact on perceived learning.

D.E.E.P. Learning: Promoting Informal STEM Learning through Ocean Research Simulation Games

Science.gov (United States)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.; Keen, C. S.; Matthews, J.; Nsf Ooi-Ci Education; Public Engagement Team

2010-12-01

It is generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). But the research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind the same efforts for games created for the purpose of entertainment. Our group is attempting to capitalize on the facts that games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, by developing effective and engaging simulation games that promote Science, Technology, Engineering and Mathematics (STEM) literacy in informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). In particular, we are developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit, which engage ISEI visitors in the exploration and understanding of the deep-sea environment. Known as Deep-sea Extreme Environment Pilot (D.E.E.P.), the games place players in the role of piloting a remotely-operated vehicle (ROV) to complete science-based objectives associated with the exploration of ocean observing systems and hydrothermal vent environments. In addition to creating a unique educational product, our efforts are intended to identify 1) the key elements of a successful STEM-based simulation game experience in an informal science education institution, and 2) which aspects of game design (e.g., challenge, curiosity, fantasy, personal recognition) are most effective at maximizing both learning and enjoyment. We will share our progress to date, including formative assessment results from testing the game prototypes at Birch Aquarium at Scripps, and discuss the potential benefits and challenges to interactive gaming as a tool to support STEM

TELMA: Technology-enhanced learning environment for minimally invasive surgery.

Science.gov (United States)

Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J

2013-06-01

Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.

Qualitative Insights from a Canadian Multiinstitutional Research Study: In Search of Meaningful E-learning

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Lorraine M. Carter

2014-11-01

Full Text Available This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f classrooms in which instructional technologies (e.g. learning management systems, video and webconferencing, mobile devices, etc. are used; blended or web-enhanced learning environments; and fully online learning environments. Data collected for the study included survey data (n=1377 for students, n=187 for faculty; narrative comments (n=269 for students, n=74 for faculty; and focus groups (n=16 for students, n=33 for faculty. The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H, IT support (I, design (D, and institutional infrastructure (I. These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers.

Judgments of Learning in Collaborative Learning Environments

NARCIS (Netherlands)

Helsdingen, Anne

2010-01-01

Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: results of a small scale educational research study.

Science.gov (United States)

Cottrell, Susan; Donaldson, Jayne H

2013-05-01

To explore the opinions of registered nurses on the Learnbloodtransfusion Module 1: Safe Transfusion Practice e-learning programme to meeting personal learning styles and learning needs. A qualitative research methodology was applied based on the principles of phenomenology. Adopting a convenience sampling plan supported the recruitment of participants who had successfully completed the e-learning course. Thematic analysis from the semi-structured interviews identified common emerging themes through application of Colaizzis framework. Seven participants of total sample population (89) volunteered to participate in the study. Five themes emerged which included learning preferences, interactive learning, course design, patient safety and future learning needs. Findings positively show the e-learning programme captures the learning styles and needs of learners. In particular, learning styles of a reflector, theorist and activist as well as a visual learner can actively engage in the online learning experience. In an attempt to bridge the knowledge practice gap, further opinions are offered on the course design and the application of knowledge to practice following completion of the course. The findings of the small scale research study have shown that the e-learning course does meet the diverse learning styles and needs of nurses working in a clinical transfusion environment. However, technology alone is not sufficient and a blended approach to learning must be adopted to meet bridging the theory practice gap supporting the integration of knowledge to clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

Experiential Learning and Learning Environments: The Case of Active Listening Skills

Science.gov (United States)

Huerta-Wong, Juan Enrique; Schoech, Richard

2010-01-01

Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

Self-organized Learning Environments

DEFF Research Database (Denmark)

Dalsgaard, Christian; Mathiasen, Helle

2007-01-01

system actively. The two groups used the system in their own way to support their specific activities and ways of working. The paper concludes that self-organized learning environments can strengthen the development of students’ academic as well as social qualifications. Further, the paper identifies......The purpose of the paper is to discuss the potentials of using a conference system in support of a project based university course. We use the concept of a self-organized learning environment to describe the shape of the course. In the paper we argue that educational technology, such as conference...... systems, has a potential to support students’ development of self-organized learning environments and facilitate self-governed activities in higher education. The paper is based on an empirical study of two project groups’ use of a conference system. The study showed that the students used the conference...

E-Learning-Based Occupational Therapy Education Leads to Committed Students

DEFF Research Database (Denmark)

Bensen, Maria; Kolbæk, Ditte

2017-01-01

students engagement in e-learning based professional bachelor educations such as Occupational Therapy (OT). The research questions in this study are: On the basis of the OT-students experiences, how can learning activities be supported in a synchronous, virtual learning environment as Adobe Connect? How do...... the results of this study to form the design of e-learning/blended learning in their programme in order to enhance students’ engagement. It also includes a modified, phenomenological way of using memory-work. This study is unique in its use of Adobe Connect in a practical education as Occupational Therapy...

Blended Learning in Personalized Assistive Learning Environments

Science.gov (United States)

Marinagi, Catherine; Skourlas, Christos

2013-01-01

In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to…

Learning environment, learning styles and conceptual understanding

Science.gov (United States)

Ferrer, Lourdes M.

1990-01-01

In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.

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...

USE OF FACIAL EMOTION RECOGNITION IN E-LEARNING SYSTEMS

Directory of Open Access Journals (Sweden)

Uğur Ayvaz

2017-09-01

Full Text Available Since the personal computer usage and internet bandwidth are increasing, e-learning systems are also widely spreading. Although e-learning has some advantages in terms of information accessibility, time and place flexibility compared to the formal learning, it does not provide enough face-to-face interactivity between an educator and learners. In this study, we are proposing a hybrid information system, which is combining computer vision and machine learning technologies for visual and interactive e-learning systems. The proposed information system detects emotional states of the learners and gives feedback to an educator about their instant and weighted emotional states based on facial expressions. In this way, the educator will be aware of the general emotional state of the virtual classroom and the system will create a formal learning-like interactive environment. Herein, several classification algorithms were applied to learn instant emotional state and the best accuracy rates were obtained using kNN and SVM algorithms.

Design of an Authentic E-Learning Environment

NARCIS (Netherlands)

Bastiaens, Theo

2018-01-01

The increasing necessity of a lifelong learning attitude has its influence on the ageing population in Western societies. Employees nowadays cannot rely on their skills once learned in school. Most, also older, employees have to keep up by learning new insights, new skills, and new knowledge. A lot

Learning Networks Distributed Environment

NARCIS (Netherlands)

Martens, Harrie; Vogten, Hubert; Koper, Rob; Tattersall, Colin; Van Rosmalen, Peter; Sloep, Peter; Van Bruggen, Jan; Spoelstra, Howard

2005-01-01

Learning Networks Distributed Environment is a prototype of an architecture that allows the sharing and modification of learning materials through a number of transport protocols. The prototype implements a p2p protcol using JXTA.

An interactive E-Learning portal in pediatric endocrinology : Practical experience

NARCIS (Netherlands)

Kranenburg-van Koppen, L.J.C.; Grijpink-van den Biggelaar, K.; Drop, S.L.S.

2013-01-01

Based on educational considerations, the European Society for Paediatric Endocrinology (ESPE) e-learning portal has been developed, providing an interactive learning environment for up-to-date information in pediatric endocrinology. From March 2011 to January 2012, five small-scale pilot studies

Learning Environment and Student Effort

Science.gov (United States)

Hopland, Arnt O.; Nyhus, Ole Henning

2016-01-01

Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

Unified Health Gamification can significantly improve well-being in corporate environments.

Science.gov (United States)

Shahrestani, Arash; Van Gorp, Pieter; Le Blanc, Pascale; Greidanus, Fabrizio; de Groot, Kristel; Leermakers, Jelle

2017-07-01

There is a multitude of mHealth applications that aim to solve societal health problems by stimulating specific types of physical activities via gamification. However, physical health activities cover just one of the three World Health Organization (WHO) dimensions of health. This paper introduces the novel notion of Unified Health Gamification (UHG), which covers besides physical health also social and cognitive health and well-being. Instead of rewarding activities in the three WHO dimensions using different mHealth competitions, UHG combines the scores for such activities on unified leaderboards and lets people interact in social circles beyond personal interests. This approach is promising in corporate environments since UHG can connect the employees with intrinsic motivation for physical health with those who have quite different interests. In order to evaluate this approach, we realized an app prototype and we evaluated it in two corporate pilot studies. In total, eighteen pilot users participated voluntarily for six weeks. Half of the participants were recruited from an occupational health setting and the other half from a treatment setting. Our results suggest that the UHG principles are worth more investigation: various positive health effects were found based on a validated survey. The mean mental health improved significantly at one pilot location and at the level of individual pilot participants, multiple other effects were found to be significant: among others, significant mental health improvements were found for 28% of the participants. Most participants intended to use the app beyond the pilot, especially if it would be further developed.

The Learning Impact of a 4-Dimensional Digital Construction Learning Environment

OpenAIRE

Chris Landorf; Stephen Ward

2017-01-01

This paper addresses a virtual environment approach to work integrated learning for students in construction-related disciplines. The virtual approach provides a safe and pedagogically rigorous environment where students can apply theoretical knowledge in a simulated real-world context. The paper describes the development of a 4-dimensional digital construction environment and associated learning activities funded by the Australian Office for Learning and Teaching. The environment was trialle...

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...

Interactive eLearning - a safe place to practice.

Science.gov (United States)

Einarson, Elisabeth; Moen, Anne; Kolberg, Ragnhild; Flingtorp, Gry; Linnerud, Eva

2009-01-01

Interactive web-based learning environment offers refreshing opportunities to create innovative solutions to explore and exploit informatics support on-the-job training. We report from a study where a hospital is created a interactive eLearning resource. The modules are creating a safe place to practice - to be used for introduction to the work and preparation for certification or re-certification of competencies.

E-Model for Online Learning Communities.

Science.gov (United States)

Rogo, Ellen J; Portillo, Karen M

2015-10-01

The purpose of this study was to explore the students' perspectives on the phenomenon of online learning communities while enrolled in a graduate dental hygiene program. A qualitative case study method was designed to investigate the learners' experiences with communities in an online environment. A cross-sectional purposive sampling method was used. Interviews were the data collection method. As the original data were being analyzed, the researchers noted a pattern evolved indicating the phenomenon developed in stages. The data were re-analyzed and validated by 2 member checks. The participants' experiences revealed an e-model consisting of 3 stages of formal learning community development as core courses in the curriculum were completed and 1 stage related to transmuting the community to an informal entity as students experienced the independent coursework in the program. The development of the formal learning communities followed 3 stages: Building a Foundation for the Learning Community, Building a Supportive Network within the Learning Community and Investing in the Community to Enhance Learning. The last stage, Transforming the Learning Community, signaled a transition to an informal network of learners. The e-model was represented by 3 key elements: metamorphosis of relationships, metamorphosis through the affective domain and metamorphosis through the cognitive domain, with the most influential element being the affective development. The e-model describes a 4 stage process through which learners experience a metamorphosis in their affective, relationship and cognitive development. Synergistic learning was possible based on the interaction between synergistic relationships and affective actions. Copyright © 2015 The American Dental Hygienists’ Association.

Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

Science.gov (United States)

Ngai, E. W. T.; Lam, S. S.; Poon, J. K. L.

2013-01-01

This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with…

Students’ digital learning environments

DEFF Research Database (Denmark)

Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

2018-01-01

The objective of the paper is to examine the nature of students’ digital learning environments to understand the interplay of institutional systems and tools that are managed by the students themselves. The paper is based on a study of 128 students’ digital learning environments. The objectives...... used tools in the students’ digital learning environments are Facebook, Google Drive, tools for taking notes, and institutional systems. Additionally, the study shows that the tools meet some very basic demands of the students in relation to collaboration, communication, and feedback. Finally...... of the study are 1) to provide an overview of tools for students’ study activities, 2) to identify the most used and most important tools for students and 3) to discover which activities the tools are used for. The empirical study reveals that the students have a varied use of digital media. Some of the most...

E-Learning in Universities: Supporting Help-Seeking Processes by Instructional Prompts

Science.gov (United States)

Schworm, Silke; Gruber, Hans

2012-01-01

University students are more responsible than school students for their own learning. The role of self-regulated learning increases in virtual e-learning course environments. Academic help-seeking is an important strategy of self-regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived…

Creating a supportive learning environment for students with learning difficulties

OpenAIRE

Grah, Jana

2013-01-01

Co-building of supporting learning environment for the learners with learning difficulties is one of the 21st century inclusive school’s elements. Since the physical presence of learners with learning difficulties in the classroom does not self-evidently lead to an effective co-operation and implementation of 21st century inclusive school, I have dedicated my doctor thesis to the establishment of supporting learning environment for the learners with learning difficulties in primary school wit...

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale

Directory of Open Access Journals (Sweden)

Sean Tackett

2015-07-01

Full Text Available Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM, the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%. After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%, with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%. The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92 and the seven domains (α, 0.56-0.85. Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings

NARCIS (Netherlands)

Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Hutten, Edwin; Rutledge, Lloyd; Van Rosmalen, Peter; Hummel, Hans; Koper, Rob

2009-01-01

Drachsler, H., Peccau, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., Hummel, H. G. K., & Koper, R. (2009). ReMashed – Recommendation Approaches for Mash-Up Personal Learning Environments in Formal and Informal Learning Settings. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.),

Active Learning Through Discussion in E-Learning

OpenAIRE

Daru Wahyuningsih

2016-01-01

Active learning is generally made by a lecturer in learning face to face. In the face to face learning, lecturer can implement a variety of teaching methods to make students actively involved in learning. This is different from learning that is actuating in e-learning. The main characteristic of e-learning is learning that can take place anytime and anywhere. Special strategies are needed so that lecturer can make students play an active role in the course of e-learning. Research in order to ...

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

Examining the Effect of Academic Procrastination on Achievement Using LMS Data in E-Learning

Science.gov (United States)

You, Ji Won

2015-01-01

This study aimed to investigate the effect of academic procrastination on e-learning course achievement. Because all of the interactions among students, instructors, and contents in an e-learning environment were automatically recorded in a learning management system (LMS), procrastination such as the delays in weekly scheduled learning and late…

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.

Interactive learning environments in augmented reality technology

Directory of Open Access Journals (Sweden)

Rafał Wojciechowski

2010-01-01

Full Text Available In this paper, the problem of creation of learning environments based on augmented reality (AR is considered. The concept of AR is presented as a tool for safe and cheap experimental learning. In AR learning environments students may acquire knowledge by personally carrying out experiments on virtual objects by manipulating real objects located in real environments. In the paper, a new approach to creation of interactive educational scenarios, called Augmented Reality Interactive Scenario Modeling (ARISM, is mentioned. In this approach, the process of building learning environments is divided into three stages, each of them performed by users with different technical and domain knowledge. The ARISM approach enables teachers who are not computer science experts to create AR learning environments adapted to the needs of their students.

Collaborative E-Learning with Multiple Imaginary Co-Learner: Design, Issues and Implementation

OpenAIRE

Melvin Ballera; Mosbah Mohamed Elssaedi; Ahmed Khalil Zohdy

2013-01-01

Collaborative problem solving in e-learning can take in the form of discussion among learner, creating a highly social learning environment and characterized by participation and interactivity. This paper, designed a collaborative learning environment where agent act as co-learner, can play different roles during interaction. Since different roles have been assigned to the agent, learner will assume that multiple co-learner exists to help and guide him all throughout the ...

Constructivist learning theories and complex learning environments

NARCIS (Netherlands)

R-J. Simons; Dr. S. Bolhuis

2004-01-01

Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive

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...

Effective Learning Environments in Relation to Different Learning Theories

NARCIS (Netherlands)

Guney, A.; Al, S.

2012-01-01

There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just

Utilization of virtual learning environments in the allied health professions.

Science.gov (United States)

Butina, Michelle; Brooks, Donna; Dominguez, Paul J; Mahon, Gwendolyn M

2013-01-01

Multiple technology based tools have been used to enhance skill development in allied health education, which now includes virtual learning environments. The purpose of this study was to explore whether, and how, this latest instructional technology is being adapted in allied health education. An online survey was circulated to all Association of Schools of Allied Health Professions (ASAHP) member institutions and focused on three broad areas of virtual learning environments: the uses of, the perceived pros and cons of, and the outcomes of utilizing them. Results show 40% (17 of 42) of the respondent use some form of the technology. The use of virtual learning technology in other healthcare professions (e.g., medicine) demonstrates the potential benefits to allied health education.

Mobile Based User-Centered Learning Environment for Adult Absolute Illiterates

Directory of Open Access Journals (Sweden)

Inayat ur-Rehman

2016-01-01

Full Text Available Education plays a vital role in the success of any community. Countries with increased literacy rate have improved their status on the world map. In recent years, the use of e-learning methodologies has been significant. However, majority of the previous methodologies are focused on the formal education or toddlers. The technoliteracy solutions for children are not suitable for adults and those designed specifically for adults are text dominant and require the users of these applications to be functional literate. Moreover, users’ interest (sense of belonging is not taken into consideration in existing solutions. To address the aforementioned issues, a user study is conducted to collect users’ interests. Another highlight of our study is that we develop our system as a mobile device application to facilitate our target user group. Based on the collected interests, a 3D virtual learning environment is designed and developed for adult illiterate learners. To evaluate the effectiveness of the proposed environment, an experimental study is carried out with users. The results show that the proposed learning environment significantly improves adults learning.

An intelligent service-based layered architecture for e learning and assessment

International Nuclear Information System (INIS)

Javaid, Q.; Arif, F.

2017-01-01

The rapid advancement in ICT (Information and Communication Technology) is causing a paradigm shift in eLearning domain. Traditional eLearning systems suffer from certain shortcomings like tight coupling of system components, lack of personalization, flexibility, and scalability and performance issues. This study aims at addressing these challenges through an MAS (Multi Agent System) based multi-layer architecture supported by web services. The foremost objective of this study is to enhance learning process efficiency by provision of flexibility features for learning and assessment processes. Proposed architecture consists of two sub-system namely eLearning and eAssesssment. This architecture comprises of five distinct layers for each sub-system, with active agents responsible for miscellaneous tasks including content handling, updating, resource optimization, load handling and provision of customized environments for learners and instructors. Our proposed architecture aims at establishment of a facilitation level to learners as well as instructors for convenient acquisition and dissemination of knowledge. Personalization features like customized environments, personalized content retrieval and recommendations, adaptive assessment and reduced response time, are believed to significantly enhance learning and tutoring experience. In essence characteristics like intelligence, personalization, interactivity, usability, laidback accessibility and security, signify aptness of proposed architecture for improving conventional learning and assessment processes. Finally we have evaluated our proposed architecture by means of analytical comparison and survey considering certain quality attributes. (author)

E-LEARNING AND THE DEVELOPMENT OF INTERCULTURAL COMPETENCE

Directory of Open Access Journals (Sweden)

Meei-Ling Liaw

2006-09-01

Full Text Available This study presents findings on the efficacy of an online learning environment developed to foster EFL students’ intercultural competence via reading articles on topics of their own culture and communicating their responses with speakers of another culture. The project offered opportunities for EFL students to use their own societal and cultural practices as the focus for EFL learning. In addition, with the help of an e-forum, the learning environment allowed the students to exchange their views with speakers of the target language. Two e-referencing tools were made available in the system while students were reading and writing. The findings showed that all EFL participants were able to communicate fluently in the target language without much help from corpora-based e-referencing tools provided in the system. The use of the online dictionary decreased drastically after the first two readings. The online concordancer, instead of being used for learning different kinds of cultural meaning on the levels of lexical, syntactic, and textual organization as originally intended, was used by the students to link to articles of similar topics for further explorations of culture and language learning opportunities. Despite some technical difficulties with the computers, the collaboration between the two groups of students was successful, as can be seen from the positive and complimentary comments from the participants. The students’ e-forum entries demonstrated four types of intercultural competences: (A interest in knowing other people’s way of life and introducing one’s own culture to others, (B ability to change perspective, (C knowledge about one’s own and others’ culture for intercultural communication, and (D knowledge about intercultural communication processes.

Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

Science.gov (United States)

Choi, Woojae; Jacobs, Ronald L.

2011-01-01

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

Architecture for Collaborative Learning Activities in Hybrid Learning Environments

OpenAIRE

Ibáñez, María Blanca; Maroto, David; García Rueda, José Jesús; Leony, Derick; Delgado Kloos, Carlos

2012-01-01

3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative ...

Collaborations in Open Learning Environments

NARCIS (Netherlands)

Spoelstra, Howard

2015-01-01

This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed

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…

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 ...

Opportunities of education in of environmental law in the form of e-learning

International Nuclear Information System (INIS)

Jurik, L.

2005-01-01

The environmental laws were originated as a result of endeavour about solving of unfavourable anthropogenic influences on the environment. In this presentation author presents system of e-learning of environmental laws. Historical aspects and principles of e-learning are discussed

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.

Personalized learning Ecologies in Problem and Project Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Ryberg, Thomas; Zander, Pär-Ola

2012-01-01

is in contrast to an artificial learning setting often found in traditional education. As many other higher education institutions, Aalborg University aims at providing learning environments that support the underlying pedagogical approach employed, and which can lead to different online and offline learning.......g. coordination, communication, negotiation, document sharing, calendars, meetings and version control. Furthermore, the pedagogical fabric of LMSs/VLEs have recently been called into question and critiqued by proponents of Personal Learning Environments (PLEs)(Ryberg, Buus, & Georgsen, 2011) . In sum....... making it important to understand and conceptualise students’ use of technology. Ecology is the study of relationship between organisms in an environment which is the set of circumstances surrounding that organism. Learning ecologies are the study of the relationship of a learner or a group of learners...

Web-Based Learning Environment Based on Students’ Needs

Science.gov (United States)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

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

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.

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....

Unified Deep Learning Architecture for Modeling Biology Sequence.

Science.gov (United States)

Wu, Hongjie; Cao, Chengyuan; Xia, Xiaoyan; Lu, Qiang

2017-10-09

Prediction of the spatial structure or function of biological macromolecules based on their sequence remains an important challenge in bioinformatics. When modeling biological sequences using traditional sequencing models, characteristics, such as long-range interactions between basic units, the complicated and variable output of labeled structures, and the variable length of biological sequences, usually lead to different solutions on a case-by-case basis. This study proposed the use of bidirectional recurrent neural networks based on long short-term memory or a gated recurrent unit to capture long-range interactions by designing the optional reshape operator to adapt to the diversity of the output labels and implementing a training algorithm to support the training of sequence models capable of processing variable-length sequences. Additionally, the merge and pooling operators enhanced the ability to capture short-range interactions between basic units of biological sequences. The proposed deep-learning model and its training algorithm might be capable of solving currently known biological sequence-modeling problems through the use of a unified framework. We validated our model on one of the most difficult biological sequence-modeling problems currently known, with our results indicating the ability of the model to obtain predictions of protein residue interactions that exceeded the accuracy of current popular approaches by 10% based on multiple benchmarks.

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...

Students’ Motivation for Learning in Virtual Learning Environments

Directory of Open Access Journals (Sweden)

Andrea Carvalho Beluce

2015-04-01

Full Text Available The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs. For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE. The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

Designing learning environments to promote student learning: ergonomics in all but name.

Science.gov (United States)

Smith, Thomas J

2013-01-01

This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism.

Relationship between learning environment characteristics and academic engagement

NARCIS (Netherlands)

Opdenakker, Marie-Christine; Minnaert, Alexander

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural

Continued usage of e-learning: Expectations and performance

OpenAIRE

Fernando Antonio de Melo Pereira; Anatália Saraiva Martins Ramos; Adrianne Paula Vieira de Andrade; Bruna Miyuki Kasuya de Oliveira

2015-01-01

The present study aims to investigate the determinants of satisfaction and the resulting continuance intention use in e-learning context. The constructs of decomposed expectancy disconfirmation theory (DEDT) are evaluated from the perspective of users of a virtual learning environment (VLE) in relation to expectations and perceived performance. An online survey collected responses from 197 students of a public management course in distance mode. Structural equation modeling was operationalize...

School and workplace as learning environments in VET

DEFF Research Database (Denmark)

Jørgensen, Christian Helms

as limitations for learning, and thus frame the opportunities for learning. The second, the socio-cultural learning environment is constituted by the social and cultural relations and communities in the workplace and in school. I distinguish between three different types of social relations in the workplace......The aim of this paper is to present an analytical model to study school and workplace as different learning environments and discuss some findings from the application of the model on a case study. First the paper tries to answer the question: what is a learning environment? In most other studies...... schools and workplaces are not only considered to be different learning environment, but are also analysed using different approaches. In this paper I will propose a common model to analyse and compare the two learning environments, drawing on sociology of work (Kern & Schumann 1984; Braverman 1976...

Unified Approach in the DSS Development Process

Directory of Open Access Journals (Sweden)

2007-01-01

Full Text Available The structure of today's decision support environment become very complex due to new generation of Business Intelligence applications and technologies like Data Warehouse, OLAP (On Line Analytical Processing and Data Mining. In this respect DSS development process are not simple and needs an adequate methodology or framework able to manage different tools and platforms to achieve manager's requirements. The DSS development process must be view like a unified and iterative set of activities and operations. The new techniques based on Unified Process (UP methodology and UML (Unified Modeling Language it seems to be appropriate for DSS development using prototyping and RAD (Rapid Application Development techniques. In this paper we present a conceptual framework for development and integrate Decision Support Systems using Unified Process Methodology and UML.

Grand unified theories

International Nuclear Information System (INIS)

Rosner, J.L.

1987-01-01

This paper reports on a pedagogical introduction that attempts to unify the strong and electroweak interactions. Unifying groups discussed include SU(5), SO(10), and E 6 . Particular attention is paid to the questions of whether the low-energy gauge group (that accessible at accelerator experiments in the foreseeable future) extends beyond SU(3) x SU(2) L x U(1). Low-energy studies of neutral-current effects, direct production of gauge bosons, and new fermions all can shed light on this question. Brief remarks are made concerning the role of monopoles, cosmic strings, baryogenesis, supersymmetry, and higher dimensions in this program

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....

Factors Influencing Learning Environments in an Integrated Experiential Program

Science.gov (United States)

Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning

Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment

Directory of Open Access Journals (Sweden)

Jennie Winter

2010-12-01

Full Text Available This paper reports the findings of a small-scale study that documented the use of information technology for learning by a small group of postgraduate students. Our findings support current knowledge about characteristics displayed by effective e-learners, but also highlight a less researched but potentially important issue in developing e-learning expertise: the ability of students to manage the combination of learning and non-learning activities online. Although multi-tasking has been routinely observed amongst students and is often cited as a beneficial attribute of the e-learner, there is evidence that many students found switching between competing activities highly distracting. There is little empirical work that explores the ways in which students mitigate the impact of non-learning activities on learning, but the evidence from our study suggests that students employ a range of ‘boundary management' techniques, including separating activities by application and by technology. The paper suggests that this may have implications for students' and tutors' appropriation of Web 2.0 technologies for educational purposes and that further research into online boundary management may enhance understanding of the e-learning experience.

Development and application of eLearning software for education in energy technologies

Energy Technology Data Exchange (ETDEWEB)

Teir, S.

2002-07-01

The general aim of this project was to develop an eLearning environment for the Laboratory of Energy Engineering and Environmental Protection and implement it on their courses. This report presents the results of the research made on the concept known as eLearning, eLearning projects that had an impact on the implementation, and case studies in eLearning. After a preliminary common plan for the environment was made, the work eventually split into three separate parts: development of a course platform, course material and a process simulation interface. The section of the work regarding the course platform did not just present the research and selection of the platform. It also explained in detail what a course platform is, how it functions and how it can be used. Several different course platforms have been reviewed and the chosen one, Blackboard, is presented in detail. The presentation is not made for demonstrating Blackboard's features; it is written to show a detailed example of the features of a course platform. The course platform was implemented on most of the courses provided in autumn 2001, which provided valuable experience and feedback. The development of online course material (or eBook) for the Steam Boiler Technology course was initiated. Tools were chosen and a common layout and navigational tools were designed. The course material consists of HTML and Flash based Web pages, providing presentation, interaction and information about Steam Boiler Technology. Due to the development of the process simulation interface, which incidentally took four months to develop, only one chapter of course material was created. The course material is still under development and is expected to be ready when the course starts in autumn 2002. A Web based interface for PROSIM was developed. The interface allows the developer to use models created with PROSIM and build a graphical Web based interface around the models. These models are meant for educational use such

The VREST learning environment.

Science.gov (United States)

Kunst, E E; Geelkerken, R H; Sanders, A J B

2005-01-01

The VREST learning environment is an integrated architecture to improve the education of health care professionals. It is a combination of a learning, content and assessment management system based on virtual reality. The generic architecture is now being build and tested around the Lichtenstein protocol for hernia inguinalis repair.

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...

How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

Science.gov (United States)

Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

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...

Student-Teacher Interaction in Online Learning Environments

Science.gov (United States)

Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

A Well Designed School Environment Facilitates Brain Learning.

Science.gov (United States)

Chan, Tak Cheung; Petrie, Garth

2000-01-01

Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

Foregrounding Knowledge in E-Learning Design: An Illustration in a Museum Setting

Science.gov (United States)

Carvalho, Lucila; Dong, Andy; Maton, Karl

2015-01-01

The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the…

Modular Rapid E-Learning Framework (MORELF) in Desktop Virtualization Environment: An Effective Hybrid Implementation in Nurse Education

Science.gov (United States)

Parlakkilic, Alattin

2015-01-01

Generally it is not easy for an instructor to prepare and deliver electronic courses via e-learning. Therefore it is necessary to work and develop an easy system. In this context module technology was used to for provide modularity in conducting educational development of e-learning course. Then, rapid e-learning was used for more quick and easy…

Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

Science.gov (United States)

Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

2011-01-01

Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

Learning Outcomes in Two Different Teaching Approach in Nursing Education in Iran: E-Learning versus Lecture

Directory of Open Access Journals (Sweden)

Neda Mehrdad

2011-05-01

Full Text Available Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students

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.

CLEW: A Cooperative Learning Environment for the Web.

Science.gov (United States)

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

The Literal Translation Hypothesis in ESP Teaching/Learning Environments

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Pedro A. Fuertes-Olivera

2015-11-01

Full Text Available Research on the characteristics of specialized vocabulary usually replicates studies that deal with general words, e.g. they typically describe frequent terms and focus on their linguistic characteristics to aid in the learning and acquisition of the terms. We dispute this practise, as we believe that the basic characteristic of terms is that they are coined to restrict meaning, i.e. to be as precise and as specific as possible in a particular context. For instance, around 70% of English and Spanish accounting terms are multi-word terms, most of which contain more than three orthographic words that syntactically behave in a way that is very different from the syntactic behaviour of the node on which they are formed (Fuertes-Olivera and Tarp, forthcoming. This has prompted us to propose a research framework that investigates whether or not the literal translation hypothesis, which has been addressed in several areas of translation studies, can also be applied in ESP teaching/learning environments. If plausible, the assumptions on which this hypothesis is based can shed light on how learners disambiguate terms they encounter. Within this framework, this paper presents evidence that the literal translation hypothesis is possible in ESP; it offers the results of a pilot study that sheds light on how this hypothesis may work, and also discusses its usability in the context of ESP learning. In particular, this paper presents strategies for teaching multi-word terms that are different from those currently based on corpus data. We believe that exercises such as “cloze”, “fill in” and similar “guessing” exercises must be abandoned in ESP teaching/learning environments. Instead, we propose exercises that reproduce L1 teaching and learning activities, i.e., exercises that are typically used when acquiring specialised knowledge and skills in any domain, e.g. taking part in meetings and giving presentations in a business context.

Cascade Model for Online Discussion Boards in an E-Learning Environment

Directory of Open Access Journals (Sweden)

Vibha Kumar

2010-03-01

Full Text Available This report is an outcome of five years of teaching and managing groups of students in an online learning environment. Some course management software allow the user to create groups and add different links within each group. Distinct platforms, with various sections, can be formed within those links for any given project. Students, as well as instructors, can manage the project for 6 to 8 weeks, cascading one discussion board into one or multiple platforms. This provides better understanding of the project material due to the step by step layout of the given exercise, leading to increased group management and greater communication among the student group members. This report provides the step-by-step procedure for cascading one discussion board into platforms, to manage online projects and provide a more controlled online environment for students in higher education.

DynaLearn-An Intelligent Learning Environment for Learning Conceptual Knowledge

NARCIS (Netherlands)

Bredeweg, Bert; Liem, Jochem; Beek, Wouter; Linnebank, Floris; Gracia, Jorge; Lozano, Esther; Wißner, Michael; Bühling, René; Salles, Paulo; Noble, Richard; Zitek, Andreas; Borisova, Petya; Mioduser, David

2013-01-01

Articulating thought in computerbased media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an intelligent learning environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems

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.

Dynamically analyzing cell interactions in biological environments using multiagent social learning framework.

Science.gov (United States)

Zhang, Chengwei; Li, Xiaohong; Li, Shuxin; Feng, Zhiyong

2017-09-20

Biological environment is uncertain and its dynamic is similar to the multiagent environment, thus the research results of the multiagent system area can provide valuable insights to the understanding of biology and are of great significance for the study of biology. Learning in a multiagent environment is highly dynamic since the environment is not stationary anymore and each agent's behavior changes adaptively in response to other coexisting learners, and vice versa. The dynamics becomes more unpredictable when we move from fixed-agent interaction environments to multiagent social learning framework. Analytical understanding of the underlying dynamics is important and challenging. In this work, we present a social learning framework with homogeneous learners (e.g., Policy Hill Climbing (PHC) learners), and model the behavior of players in the social learning framework as a hybrid dynamical system. By analyzing the dynamical system, we obtain some conditions about convergence or non-convergence. We experimentally verify the predictive power of our model using a number of representative games. Experimental results confirm the theoretical analysis. Under multiagent social learning framework, we modeled the behavior of agent in biologic environment, and theoretically analyzed the dynamics of the model. We present some sufficient conditions about convergence or non-convergence and prove them theoretically. It can be used to predict the convergence of the system.

Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

Science.gov (United States)

Özerem, Aysen; Akkoyunlu, Buket

2015-01-01

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

LEARNING AND E-MATERIALS

Directory of Open Access Journals (Sweden)

Barbara Bajd

2009-03-01

Full Text Available This paper addresses the use of e-materials in learning. Under pressure from the public,which is becoming increasingly conversant with IT, schools and also other non-formal types of learning are changing into e-classrooms and e-learning. Among parents and teachers, too, there is a widespread opinion that e-learning is more motivating and is more effective. On the other hand, a mass of research shows that e-materials are more effective only in specific areas, where a multimedia approach is needed, for instance in ophthalmic surgery, while everywhere else they are comparable to traditional teaching and learning in terms of both effectiveness and motivation. The paper also highlights the methodological problems of measuring motivation and learning success. Finally it presents e-material which was created taking into account the results of research in this field.

Unified communications

OpenAIRE

Kravos, Urban

2011-01-01

In the modern business world, communication are becoming more and more complex. As a solution to this problem unified communications occurred. Using a single communication approach unified communications are the integration of various communication technologies (eg, telephony, unified messaging, audio, video and web conferencing and collaboration tools). Unified Messaging, which represents only part of the unified communications means the integration of different non real time communication t...

Social Network Analysis in E-Learning Environments: A Preliminary Systematic Review

Science.gov (United States)

Cela, Karina L.; Sicilia, Miguel Ángel; Sánchez, Salvador

2015-01-01

E-learning occupies an increasingly prominent place in education. It provides the learner with a rich virtual network where he or she can exchange ideas and information and create synergies through interactions with other members of the network, whether fellow learners or teachers. Social network analysis (SNA) has proven extremely powerful at…

Prospects of a Unified Management System

DEFF Research Database (Denmark)

Jørgensen, Tine Herreborg; Simonsen, Gorm

2002-01-01

In this article, the trend among management systems towards a common structure and the inclusion of additional areas of corporate concern (quality, environment, occupational health and safety and social responsibility) is outlined. The article suggests that a large part of the work associated...... with implementing and maintaining standardised management systems can be rationalised by developing a ?unified system?. The unified system is proposed to consist of a common basic standard of general managerial methodology expandable with supplements, which are related to the specific areas of concern...

Presence relates to distinct outcomes in two virtual environments employing different learning modalities.

Science.gov (United States)

Persky, Susan; Kaphingst, Kimberly A; McCall, Cade; Lachance, Christina; Beall, Andrew C; Blascovich, Jim

2009-06-01

Presence in virtual learning environments (VLEs) has been associated with a number of outcome factors related to a user's ability and motivation to learn. The extant but relatively small body of research suggests that a high level of presence is related to better performance on learning outcomes in VLEs. Different configurations of form and content variables such as those associated with active (self-driven, interactive activities) versus didactic (reading or lecture) learning may, however, influence how presence operates and on what content it operates. We compared the influence of presence between two types of immersive VLEs (i.e., active versus didactic techniques) on comprehension and engagement-related outcomes. The findings revealed that the active VLE promoted greater presence. Although we found no relationship between presence and learning comprehension outcomes for either virtual environment, presence was related to information engagement variables in the didactic immersive VLE but not the active environment. Results demonstrate that presence is not uniformly elicited or effective across immersive VLEs. Educational delivery mode and environment complexity may influence the impact of presence on engagement.

Pedagogical, Curricular and Didactic Elements Involved in the Creation of an E-Learning Environment: The Case of a Costa Rican University

Directory of Open Access Journals (Sweden)

Manuel BALTODANO

2017-10-01

Full Text Available This article presents the results of a descriptive phenomenological study with mixed approach carried out to identify the pedagogical, curricular and didactic elements involved in the creation of an e-learning environment for the students of the course Directed Research I at the State Distance University in Costa Rica (UNED. As for the method, it is guided by a process of concurrent triangulation where there is a preeminence of data of a quantitative nature that are complemented and validated with qualitative data. Questionnaires were applied to all 60 students enrolled in Directed Research I and interviews were carried out with three tutors. Findings show that most students are satisfied with the pedagogical, curricular and didactic elements of UNED’s educational model. However, both tutors and students agree on the need to strengthen actions that promote meaningful learning. The conclusions point the need to orient the teachers’ work to the students’ necessities using the potential offered by ICT for the generation of educational proposals in the form of e-learning.

Cost-Benefit of E-Learning under ODL of Developing Economies ...

African Journals Online (AJOL)

Journal Home > Vol 13, No 2 (2012) >. Log in or Register to get access to full text downloads. ... Does it cost less to apply e-learning in open and distance learning (ODL) of developing economies? ... in the institutes' environment, photocopy of materials and the opportunity cost of time during working period for the student.

Can easy-to-use software deliver effective e-learning in dental education? A randomised controlled study.

Science.gov (United States)

Woelber, J P; Hilbert, T S; Ratka-Krüger, P

2012-08-01

For the production of computer-based learning environments, a wide range of software solutions can be used which differ not only in their functionality but also vary in cost and ease to program. The aim of our study was to evaluate the overall efficiency and student's perception of two case-based e-learning programs that were produced with either an easy-to-use or a complex software. Eighty-five dental students were randomly assigned to one of two experimental groups. One group studied with a laborious, high-interactive e-learning program (complex-software group). The second group studied within a low-interactive learning environment (easy-software group) that was easy to be programmed. Both programs identically referred to a case report on localised aggressive periodontitis. Learning outcome was tested by a pre- and post-test. Furthermore, questionnaires on workload, motivation, perceived usefulness and perceived learning outcome were used. Learners in the easy-software group showed better results in the post-test F(1, 82) = 4.173, P software tools have the potential to be beneficial in dental education. Students were showing a high acceptance and ability in using both e-learning environments. We conclude that e-learning programs for case-based learning do not have to be overly laborious to program to be useful. Based on our results, we want to encourage instructors to produce case-based e-learning tools with easy-to-use software. © 2012 John Wiley & Sons A/S.

Learning Object Metadata in a Web-Based Learning Environment

NARCIS (Netherlands)

Avgeriou, Paris; Koutoumanos, Anastasios; Retalis, Symeon; Papaspyrou, Nikolaos

2000-01-01

The plethora and variance of learning resources embedded in modern web-based learning environments require a mechanism to enable their structured administration. This goal can be achieved by defining metadata on them and constructing a system that manages the metadata in the context of the learning

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…

Student Motivation in Constructivist Learning Environment

Science.gov (United States)

Cetin-Dindar, Ayla

2016-01-01

The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

The Predicaments of Language Learners in Traditional Learning Environments

Science.gov (United States)

Shafie, Latisha Asmaak; Mansor, Mahani

2009-01-01

Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…

BOOK REVIEW INTELLIGENT DATA ANALYSIS FOR E-LEARNING Enhancing Security and Trustworthiness in Online Learning Systems Written by Jorge Miguel, Santi Caballe, and Fatos Xhafa

Directory of Open Access Journals (Sweden)

Hilal Seda YILDIZ AYBEK

2017-10-01

Full Text Available With the rapid development of Internet technologies, various paradigms of learning can be adapted to e-learning environments. One of these paradigms, Computer-Supported Collaborative Learning (CSCL, can be presented to learners through web-based systems such as LMS while incorporating peer-to-peer (P2P learning, measurement, and evaluation strategies. In this book titled Intelligent Data Analysis for e-Learning Enhancing Security and Trustworthiness in Online Learning Systems, various strategies and applications are presented to ensure trustworthiness in e-learning environments, especially where the CSCL paradigm is adopted. A comprehensive literature review on student security, privacy, and trustworthiness has been presented in a very detailed and comprehensive way. This allowed readers to conceptually prepare for detailed applications in the later parts of the book and case studies at the Universitat Oberta de Catalunya. In addition to the applications that are presented in detail, the approaches and techniques such as Learning Analytics, Educational Data Mining, distributed computing, and massive data processing are shared through detailed applications of how to adapt to the measurement and evaluation applications offered in online learning environments in the context of trustworthiness.

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.

Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

Science.gov (United States)

Yarrow, Allan; Millwater, Jan

1995-01-01

This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…

A collaborative learning environment for Management Education based on Experiential Learning

DEFF Research Database (Denmark)

Lidón, Iván; Rebollar, Rubén; Møller, Charles

2011-01-01

from a student learning perspective. This paper presents the design and the operating principles of a learning environment that has been formulated in a joint development by teachers and researchers of the universities of Zaragoza (Spain) and Aalborg (Denmark). In this paper we describe what...... the learning environment developed consists in, beginning by presenting the theoretical foundation considered for its design, to then describe it in detail and present it. Finally, we will discuss the implications of this environment for researching and teaching in this field, and gather the conclusions...

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....

Clinical Learning Environment at Shiraz Medical School

Directory of Open Access Journals (Sweden)

Sedigheh Ebrahimi

2013-01-01

Full Text Available Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS. This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment.

Clinical learning environment at Shiraz Medical School.

Science.gov (United States)

Rezaee, Rita; Ebrahimi, Sedigheh

2013-01-01

Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS). This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment. © 2013 Tehran University of Medical Sciences. All rights reserved.

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.

Ontology-based Metadata Portal for Unified Semantics

Data.gov (United States)

National Aeronautics and Space Administration — The Ontology-based Metadata Portal for Unified Semantics (OlyMPUS) will extend the prototype Ontology-Driven Interactive Search Environment for Earth Sciences...

Active Learning Environment with Lenses in Geometric Optics

Science.gov (United States)

Tural, Güner

2015-01-01

Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

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 ...

Learning styles: individualizing computer-based learning environments

Directory of Open Access Journals (Sweden)

Tim Musson

1995-12-01

Full Text Available While the need to adapt teaching to the needs of a student is generally acknowledged (see Corno and Snow, 1986, for a wide review of the literature, little is known about the impact of individual learner-differences on the quality of learning attained within computer-based learning environments (CBLEs. What evidence there is appears to support the notion that individual differences have implications for the degree of success or failure experienced by students (Ford and Ford, 1992 and by trainee end-users of software packages (Bostrom et al, 1990. The problem is to identify the way in which specific individual characteristics of a student interact with particular features of a CBLE, and how the interaction affects the quality of the resultant learning. Teaching in a CBLE is likely to require a subset of teaching strategies different from that subset appropriate to more traditional environments, and the use of a machine may elicit different behaviours from those normally arising in a classroom context.

The sociability of computer-supported collaborative learning environments

NARCIS (Netherlands)

Kreijns, C.J.; Kirschner, P.A.; Jochems, W.M.G.

2002-01-01

There is much positive research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs). There is also research that shows that contemporary CSCL environments do not completely fulfil expectations on supporting interactive group learning,

Quality eLearning in Distance Learning: Benefits and Implications for National eLearning Policy in Ghana

Directory of Open Access Journals (Sweden)

Hannah Ayaba Tanye

2017-06-01

Full Text Available The continual innovation in technology has ripple effect on the way services are offered and undoubtedly has affected educational policies leading to educational reform. Governments, including the Government of Ghana have shown support to Universities in their implementation of eLearning. However, there is gap in the eLearning practice in Ghana. A well structured eLearning system with a supervisory role of Government and support system from university management for eLearners is little to none. How should online course be accredited? What pedagogy would ensure that the impact of skills and knowledge are not compromise for distance learners? What security measures should be put in place to ensure that learner’s data is secured? How Universities collaboration challenges can be minimized? and How students’ satisfaction level of eLearning system can be enhanced? This study seeks to answer these questions as a basis for eLearning policy debate at the National level.

Bottom-up learning of hierarchical models in a class of deterministic POMDP environments

Directory of Open Access Journals (Sweden)

Itoh Hideaki

2015-09-01

Full Text Available The theory of partially observable Markov decision processes (POMDPs is a useful tool for developing various intelligent agents, and learning hierarchical POMDP models is one of the key approaches for building such agents when the environments of the agents are unknown and large. To learn hierarchical models, bottom-up learning methods in which learning takes place in a layer-by-layer manner from the lowest to the highest layer are already extensively used in some research fields such as hidden Markov models and neural networks. However, little attention has been paid to bottom-up approaches for learning POMDP models. In this paper, we present a novel bottom-up learning algorithm for hierarchical POMDP models and prove that, by using this algorithm, a perfect model (i.e., a model that can perfectly predict future observations can be learned at least in a class of deterministic POMDP environments

Unified data model for biological data

International Nuclear Information System (INIS)

Idrees, M.

2014-01-01

A data model empowers us to store, retrieve and manipulate data in a unified way. We consider the biological data consists of DNA (De-Oxyribonucleic Acid), RNA (Ribonucleic Acid) and protein structures. In our Bioinformatics Lab (Bioinformatics Lab, Alkhawarizmi Institute of Computer Science, University of Engineering and Technology, Lahore, Pakistan), we have already proposed two data models for DNA and protein structures individually. In this paper, we propose a unified data model by using the data models of TOS (Temporal Object Oriented System) after making some necessary modifications to this data model and our already proposed the two data models. This proposed unified data model can be used for the modeling and maintaining the biological data (i.e. DNA, RNA and protein structures), in a single unified way. (author)

New designing of E-Learning systems with using network learning

OpenAIRE

Malayeri, Amin Daneshmand; Abdollahi, Jalal

2010-01-01

One of the most applied learning in virtual spaces is using E-Learning systems. Some E-Learning methodologies has been introduced, but the main subject is the most positive feedback from E-Learning systems. In this paper, we introduce a new methodology of E-Learning systems entitle "Network Learning" with review of another aspects of E-Learning systems. Also, we present benefits and advantages of using these systems in educating and fast learning programs. Network Learning can be programmable...

Beyond e-learning: from blended methodology to transmedia education

Directory of Open Access Journals (Sweden)

Favrin Valentina

2015-06-01

Full Text Available Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not. In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

Context-aware Cloud Computing for Personal Learning Environment

OpenAIRE

Chen, Feng; Al-Bayatti, Ali Hilal; Siewe, Francois

2016-01-01

Virtual learning means to learn from social interactions in a virtual platform that enables people to study anywhere and at any time. Current Virtual Learning Environments (VLEs) are a range of integrated web based applications to support and enhance the education. Normally, VLEs are institution centric; are owned by the institutions and are designed to support formal learning, which do not support lifelong learning. These limitations led to the research of Personal Learning Environments (PLE...

PELS: A Noble Architecture and Framework for a Personal E-Learning System (PELS)

Science.gov (United States)

Dewan, Jahangir; Chowdhury, Morshed; Batten, Lynn

2014-01-01

This article presents a personal e-learning system architecture in the context of a social network environment. The main objective of a personal e-learning system is to develop individual skills on a specific subject and share resources with peers. The authors' system architecture defines the organisation and management of a personal learning…

ENERGY-NET (Energy, Environment and Society Learning Network): Best Practices to Enhance Informal Geoscience Learning

Science.gov (United States)

Rossi, R.; Elliott, E. M.; Bain, D.; Crowley, K. J.; Steiner, M. A.; Divers, M. T.; Hopkins, K. G.; Giarratani, L.; Gilmore, M. E.

2014-12-01

While energy links all living and non-living systems, the integration of energy, the environment, and society is often not clearly represented in 9 - 12 classrooms and informal learning venues. However, objective public learning that integrates these components is essential for improving public environmental literacy. ENERGY-NET (Energy, Environment and Society Learning Network) is a National Science Foundation funded initiative that uses an Earth Systems Science framework to guide experimental learning for high school students and to improve public learning opportunities regarding the energy-environment-society nexus in a Museum setting. One of the primary objectives of the ENERGY-NET project is to develop a rich set of experimental learning activities that are presented as exhibits at the Carnegie Museum of Natural History in Pittsburgh, Pennsylvania (USA). Here we detail the evolution of the ENERGY-NET exhibit building process and the subsequent evolution of exhibit content over the past three years. While preliminary plans included the development of five "exploration stations" (i.e., traveling activity carts) per calendar year, the opportunity arose to create a single, larger topical exhibit per semester, which was assumed to have a greater impact on museum visitors. Evaluative assessments conducted to date reveal important practices to be incorporated into ongoing exhibit development: 1) Undergraduate mentors and teen exhibit developers should receive additional content training to allow richer exhibit materials. 2) The development process should be distributed over as long a time period as possible and emphasize iteration. This project can serve as a model for other collaborations between geoscience departments and museums. In particular, these practices may streamline development of public presentations and increase the effectiveness of experimental learning activities.

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…

Multi-View Multi-Instance Learning Based on Joint Sparse Representation and Multi-View Dictionary Learning.

Science.gov (United States)

Li, Bing; Yuan, Chunfeng; Xiong, Weihua; Hu, Weiming; Peng, Houwen; Ding, Xinmiao; Maybank, Steve

2017-12-01

In multi-instance learning (MIL), the relations among instances in a bag convey important contextual information in many applications. Previous studies on MIL either ignore such relations or simply model them with a fixed graph structure so that the overall performance inevitably degrades in complex environments. To address this problem, this paper proposes a novel multi-view multi-instance learning algorithm (MIL) that combines multiple context structures in a bag into a unified framework. The novel aspects are: (i) we propose a sparse -graph model that can generate different graphs with different parameters to represent various context relations in a bag, (ii) we propose a multi-view joint sparse representation that integrates these graphs into a unified framework for bag classification, and (iii) we propose a multi-view dictionary learning algorithm to obtain a multi-view graph dictionary that considers cues from all views simultaneously to improve the discrimination of the MIL. Experiments and analyses in many practical applications prove the effectiveness of the M IL.

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.

E-Learning Systems Requirements Elicitation: Perspectives and Considerations

Science.gov (United States)

AlKhuder, Shaikha B.; AlAli, Fatma H.

2017-01-01

Training and education have evolved far beyond black boards and chalk boxes. The environment of knowledge exchange requires more than simple materials and assessments. This article is an attempt of parsing through the different aspects of e-learning, understanding the real needs, and conducting the right requirements to build the appropriate…

The Adoption of E-Learning Technology at the Faculty of Distance Learning of Plekhanov Russian University of Economics

Science.gov (United States)

Gerasimova, Vera G.; Melamud, Marina R.; Tutaeva, Dinara R.; Romanova, Yuliya D.; Zhenova, Nataliya A.

2018-01-01

The authors review application of information technologies and systems at the Faculty of Distance Learning of Plekhanov Russian University of Economics. General aspects of organizing training in e-learning environment, highlighting the advantages and disadvantages of such approach are also examined. The authors study and analyze a number of…

Does peer learning or higher levels of e-learning improve learning abilities?

DEFF Research Database (Denmark)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability....

Cross-Cultural Delivery of e-Learning Programmes: Perspectives from Hong Kong

Directory of Open Access Journals (Sweden)

Andrew Lap-sang Wong

2007-11-01

Full Text Available The growing popularity of e-learning may pose one of the greatest challenges currently facing traditional educational institutions. The questions often asked are how, rather than whether, to embrace this new form of instructional delivery and how to create an appropriate learning environment for the learners. Educational institutions in Hong Kong have the option of adopting programmes or learning materials developed in other parts of the world for local learners, or not. Such an approach of acquiring learning materials is not without risks in terms of the suitability of materials embedded with cultural contents ‘foreign’ to local learners, or in terms of the suitability of assumptions in the communication context. What are the issues involved in the globalization of education through e-learning? This paper explores – from a critical-dialectical perspective – the implications of globalization on educational policy through cross-border delivery of educational programmes by e-learning, with particular attention given to the threat of cultural imperialism. The paper concludes that Hong Kong seems to be coping with ‘cultural imperialism’ rather well because of its unique history of being a cross-road for East and West, and also with some recommendations to e-learning providers to mitigate the potential damage of cross-cultural delivery of e-learning.

Evaluation of use of e-Learning in undergraduate radiology education: a review.

Science.gov (United States)

Zafar, Saad; Safdar, Saima; Zafar, Aasma N

2014-12-01

The aim of this review is to investigate the evaluative outcomes present in the literature according to Kirkpatrick's learning model and to examine the nature and characteristics of the e-Learning interventions in radiology education at undergraduate level. Four databases (PubMed, MEDLINE, Embase, Eric) are searched for publications related to the application of e-Learning in undergraduate radiology education. The search strategy is a combination of e-Learning and Mesh and non Mesh radiology and undergraduate related terms. These search strategies are established in relation to experts of respective domains. The full text of thirty pertinent articles is reviewed. Author's country and study location data is extracted to identify the most active regions and year's are extracted to know the existing trend. Data regarding radiology subfields and undergraduate year of radiology education is extracted along with e-Learning technologies to identify the most prevalent or suitable technologies or tools with respect to radiology contents. Kirkpatricks learning evaluation model is used to categorize the evaluative outcomes reported in the identified studies. The results of this analysis reveal emergence of highly interactive games, audience response systems and designing of wide range of customized tools according to learner needs assessment in radiology education at undergraduate level. All these initiatives are leading toward highly interactive self directed learning environments to support the idea of life-long independent learners. Moreover, majority of the studies in literature regarding e-Learning in radiology at undergraduate level are based on participant satisfaction followed by participant results or outcomes either before or after an intervention or both. There was no research particularly demonstrating performance change in clinical practice or patient outcome as they may be difficult to measure in medical education. Thus clinical competences and performances are

A brief examination of predictors of e-learning success for novice and expert learners

Directory of Open Access Journals (Sweden)

Emily Stark

2013-09-01

Full Text Available As the prevalence of e-learning continues to grow in higher education settings, so too does the need for empirical research examining the antecedents of success in this environment. Previous research has suggested some characteristics that may determine success in an online course; however, little empirical evidence exists relating potential predictors of e-learning success with actual performance outcomes, particularly for different levels of learners. Students new to college may need different kinds of support to succeed in an online course compared to students with more experience in taking college-level courses, whether online or in-class, and navigating institutional resources. A primary goal of the current study is to determine the kinds of support needed to help lower-level and upper-level learners succeed in an e-learning environment. We assess several predictors of e-learning success and compare the relative effectiveness of these characteristics across novice and expert learners. Findings suggest that for lower-level students, access to technology predicted learner performance, whereas for upper-level students, motivation and self-discipline predicted learner performance. We discuss the implications of these results for e-learning instructors, instructional designers, and knowledge management practitioners.

Language Learning in Outdoor Environments: Perspectives of preschool staff

Directory of Open Access Journals (Sweden)

Martina Norling

2015-03-01

Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

Teachers' and students' perspectives on teaching and learning through virtual learning environments

Science.gov (United States)

Limniou, M.; Smith, M.

2010-12-01

The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

Exploring Sex and Status Differences in Perceptions, Acceptance, and Outcomes in E- Learning

Science.gov (United States)

Kamali, Ali

2016-01-01

The integration of electronic technologies in teaching and learning has been a top priority in higher education. However, there is a great deal of controversy in the literature regarding its effectiveness. This bears the question, to what extent are the outcomes (e.g., the student success) in an e-learning environment comparable with that of a…

Theoretical Foundations of Learning Environments. Second Edition

Science.gov (United States)

Jonassen, David, Ed.; Land, Susan, Ed.

2012-01-01

"Theoretical Foundations of Learning Environments" provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most…

Toward Project-based Learning and Team Formation in Open Learning Environments

NARCIS (Netherlands)

Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

2014-01-01

Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

The Internet: A Learning Environment.

Science.gov (United States)

McGreal, Rory

1997-01-01

The Internet environment is suitable for many types of learning activities and teaching and learning styles. Every World Wide Web-based course should provide: home page; introduction; course overview; course requirements, vital information; roles and responsibilities; assignments; schedule; resources; sample tests; teacher biography; course…

USE OF VIRTUAL LEARNING ENVIRONMENTS: A THEORETICAL MODEL USING DECOMPOSED EXPECTANCY DISCONFIRMATION THEORY

OpenAIRE

Pereira, Fernando Antonio de Melo; Ramos, Anatália Saraiva Martins; Andrade, Adrianne Paula Vieira de; Oliveira, Bruna Miyuki Kasuya de

2015-01-01

ABSTRACT The present study aims to investigate the determinants of satisfaction and the resulting continuance intention in the e-learning context. The constructs of decomposed expectancy disconfirmation theory (DEDT) are evaluated from the perspective of users of a virtual learning environment (VLE) in relation to expectations and perceived performance. An online survey collected responses from 197 students of a public management distance learning course. Structural equation modeling was oper...

Learning paradigms in workplace e-learning research

Directory of Open Access Journals (Sweden)

Isabella Norén Creutz

2014-09-01

Full Text Available The objective of this paper is to explore the discourses of learning that are actualized in workplace e-learning. It aims to understand how learning is defined in research within this field. The empirical material consists of academic research articles on e-learning in the workplace, published from 2000 to 2013. The findings are presented as four metaphors highlighting four overlapping time periods with different truth regimes: Celebration, Questioning, Reflection and Dissolution. It is found that learning as a phenomenon tends to be marginalized in relation to the digital technology used. Based on this, we discuss a proposal for a more critical and problematized approach to e-learning, and a deeper understanding of the challenges and opportunities for employees and organizations to acquire knowledge in the digital age.

The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

Science.gov (United States)

Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

2015-01-01

This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: TRANSFORMING STUDENTS' LEARNING EXPERIENCES THROUGH EFFECTIVE LEARNING ENVIRONMENTS

OpenAIRE

Harriet Wambui Njui

2018-01-01

This paper reviews literature on learning environments with a view to making recommendations on how teachers could create effective and high-quality learning environments that provide learners with transformative learning experiences as they go through the process of education. An effective learning environment is critical because quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom. Learning institutions ...

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.

Interactive radiological anatomy eLearning solution for first year medical students: Development, integration, and impact on learning.

Science.gov (United States)

Webb, Alexandra Louise; Choi, Sunhea

2014-01-01

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification-based and guided learning activities related to normal and pathological X-ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre- and post-tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. © 2013 American Association of Anatomists.

Video Lectures in E-Learning: Effects of Viewership and Media Diversity on Learning, Satisfaction, Engagement, Interest, and Future Behavioral Intention

Science.gov (United States)

Costley, Jamie; Lange, Christopher Henry

2017-01-01

Purpose: Because student viewership of video lectures serves as an important aspect of e-learning environments, video lectures should be delivered in a way that enhances the learning experience. The delivery of video lectures through diverse forms of media is a useful approach, which may have an effect on student learning, satisfaction, engagement…

A Design Framework for Personal Learning Environments

NARCIS (Netherlands)

Rahimi, E.

2015-01-01

The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered this research question, how should a technology-based personal learning environment be designed, aiming at supporting learners to gain

E-LEARNING PERSONALIZATION BASED ON COLLABORATIVE FILTERING AND LEARNER’S PREFERENCE

Directory of Open Access Journals (Sweden)

OUTMANE BOURKOUKOU

2016-11-01

Full Text Available Personalized e-learning based on recommender system is recognized as one of the most interesting research field in the education and teaching in this last decade, since, the learning style is specific for each student. In fact from the knowledge of his or her learning style; it is easier to recommend a teaching strategy builds around a collection of the most adequate learning objects to give a better return on the educational level. This work focuses on the design of a personalized e-learning environment based on collaborative filtering and learning styles. Using the learner profile, the device proposed a personalized teaching strategy by selecting and sequencing learning objects fitting with the learners’ learning styles. Moreover, an experiment was conducted to evaluate the performance of our approach. The result reveals the system effectiveness for which it appears that the proposed approach may be promising.

PlayPhysics: An Emotional Games Learning Environment for Teaching Physics

Science.gov (United States)

Muñoz, Karla; Kevitt, Paul Mc; Lunney, Tom; Noguez, Julieta; Neri, Luis

To ensure learning, game-based learning environments must incorporate assessment mechanisms, e.g. Intelligent Tutoring Systems (ITSs). ITSs are focused on recognising and influencing the learner's emotional or motivational states. This research focuses on designing and implementing an affective student model for intelligent gaming, which reasons about the learner's emotional state from cognitive and motivational variables using observable behaviour. A Probabilistic Relational Models (PRMs) approach is employed to derive Dynamic Bayesian Networks (DBNs). The model uses the Control-Value theory of 'achievement emotions' as a basis. A preliminary test was conducted to recognise the students' prospective-outcome emotions with results presented and discussed. PlayPhysics is an emotional games learning environment for teaching Physics. Once the affective student model proves effective it will be incorporated into PlayPhysics' architecture. The design, evaluation and postevaluation of PlayPhysics are also discussed. Future work will focus on evaluating the affective student model with a larger population of students, and on providing affective feedback.

Prototype of Emapps.com Environment as Agent for Building the Learning Communities

Directory of Open Access Journals (Sweden)

Vilma Butkute

2010-04-01

Full Text Available The Information Society and Education need to be combined in order to achieve successful active citizenship and economical development with a natural and mutual interdependency. Project eMapps.com game platform can be an example of cross- connected eLearning, mobile and life environment contribution to education. It can increase effectiveness of education both for educational needs in XXI Century and to create a basis for further research on ICT mediation in Information Society. The positive outcomes on learners motivation are explored by the scientific modelling of the future educational environment prototype as agent for building up the learning communities of common intelligence at internal, local and international level. The key finding of this paper is that an eMapps.com game platform prototype can be used to ensure that technology, pedagogy and social networking context are closely aligned in order to realise the educational stimulation in secondary education.

A Study on Students’ Views On Blended Learning Environment

Directory of Open Access Journals (Sweden)

Meryem YILMAZ SOYLU

2006-07-01

Full Text Available In the 21st century, information and communication technologies (ICT have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is defined simply as a learning environment that combines technology with face-to-face learning. In other words blended learning means using a variety of delivery methods to best meet the course objectives by combining face-to-face teaching in a traditional classroom with teaching online. This article examines students’ views on blended learning environment. The study was conducted on 64 students from Department of Computer Education and Instructional Technologies in 2005–2006 fall semester in Instructional Design and Authoring Languages in PC Environment at Hacettepe University. The results showed that the students enjoyed taking part in the blended learning environment. Students’ achievement levels and their frequency of participation to forum affected their views about blended learning environment. Face-to-face interaction in blended learning application had the highest score. This result demonstrated the importance of interaction and communication for the success of on-line learning.

Deliverable 4.4 - Review effective feedback and formative assessment in e-learning

NARCIS (Netherlands)

Heitink, Maaike Christine; Veldkamp, Bernard P.; Dobson, Stephen; Argusti, Gabrielle

2014-01-01

This systematic review is written in the frame of a European Union funded project called Supporting Lifelong learning with ICT Inquiry-Based Education (LIBE). Through this project, an e-learning environment will be developed for young low educational achievers (aged 16-24). A crucial part in every

E-learning in Multicultural Environments: An Analysis of Online Flight Attendant Training

Science.gov (United States)

de Brito Neto, Jose Felix; Smith, MaryJo; Pedersen, David

2014-01-01

Throughout the first decade of this century, financial challenges in the airline industry compelled airlines to maximize competitive advantage through a focus on human resource management. Consequently, e-learning gained increasing attention as it imparted knowledge on an asynchronous and global basis with substantially reduced costs. However,…

The effects of different learning environments on students' motivation for learning and their achievement.

Science.gov (United States)

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

Agent-Based Approach for E-Learning

Directory of Open Access Journals (Sweden)

Samir Bourekkache

2009-12-01

Full Text Available The current life knows a remarkable development which changes all aspects of our life such as: our working environment, educational system, traveling patterns, sport activities…etc. The busy lifestyle faced by individuals today and the fast pattern of life may lead to their inability to be involved in a process of education. There is also a considerable technological development, especially the development of computing and communication technology. All these factors led to the idea of the need to reduce the time and to benefit from this technology, particularly in the field of education. The way of the classical education is very slow, and the student is obliged to be present at specific times which may be inappropriate for the majority of learners. Moreover, the substantial funds allocated for the success of classical learning process. Thus, it emerged the so-called E-learning via the Internet; the aims of this new mode of learning across the network (web are to reduce the time of a process of learning –education- as well as to erase the drawbacks of the classical way of education. Therefore, in E-learning, the learner is not forced to be present at specific times, but he is free to choose the time of learning, which is appropriate with his schedule. Another point that is the adaptation of the content (courses with the intellectual and social characteristics of the learner and with his background (previous knowledge, which is the main task for each educational system. The technology of Multiagent system is relevant in this area.

Personal Learning Environments: A Solution for Self-Directed Learners

Science.gov (United States)

Haworth, Ryan

2016-01-01

In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…

Information literacy experiencies inside virtual learning environments

Directory of Open Access Journals (Sweden)

Patricia Hernández Salazar

2016-03-01

Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

Measuring the clinical learning environment in anaesthesia.

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Smith, N A; Castanelli, D J

2015-03-01

The learning environment describes the way that trainees perceive the culture of their workplace. We audited the learning environment for trainees throughout Australia and New Zealand in the early stages of curriculum reform. A questionnaire was developed and sent electronically to a large random sample of Australian and New Zealand College of Anaesthetists trainees, with a 26% final response rate. This new instrument demonstrated good psychometric properties, with Cronbach's α ranging from 0.81 to 0.91 for each domain. The median score was equivalent to 78%, with the majority of trainees giving scores in the medium range. Introductory respondents scored their learning environment more highly than all other levels of respondents (P=0.001 for almost all comparisons). We present a simple questionnaire instrument that can be used to determine characteristics of the anaesthesia learning environment. The instrument can be used to help assess curricular change over time, alignment of the formal and informal curricula and strengths and weaknesses of individual departments.

designing a framework for a unified electronic identity system

African Journals Online (AJOL)

DJFLEX

In this paper, a Unified Identity System is proposed where single electronic identity (eID) is issued that can be used ... online commerce and public sector organizations. Because ..... SearchUnifiedCommunications.com Definitions, Access date.

Learning How to Design a Technology Supported Inquiry-Based Learning Environment

Science.gov (United States)

Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

Creation and Assessment of an Active e-Learning Introductory Geology Course

Science.gov (United States)

Sit, Stefany M.; Brudzinski, Michael R.

2017-12-01

The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

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...

Grand unified theories

International Nuclear Information System (INIS)

Langacker, P.

1981-01-01

In this talk I discuss the present status of these theories and of their observational and experimental implications. In section II, I briefly review the standard SU 3 sup(c) x SU 2 x U 1 model of the strong and electroweak interactions. Although phenomenologically successful, the standard model leaves many questions unanswered. Some of these questions are addressed by grand unified theories, which are defined and discussed in Section III. The Georgi-Glashow SU 5 model is described, as are theories based on larger groups such as SO 10 , E 6 , or SO 16 . It is emphasized that there are many possible grand unified theories and that it is an experimental problem not only to test the basic ideas but to discriminate between models. (orig./HSI)

Reading a Story: Different Degrees of Learning in Different Learning Environments

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Anna Maria Giannini

2017-10-01

Full Text Available The learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB; interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA; reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA. Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PC-NoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story’s moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehension.

Reading a Story: Different Degrees of Learning in Different Learning Environments.

Science.gov (United States)

Giannini, Anna Maria; Cordellieri, Pierluigi; Piccardi, Laura

2017-01-01

The learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB); interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA); reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA). Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PC-NoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story's moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehension.

The fluidities of digital learning environments and resources

DEFF Research Database (Denmark)

Hansbøl, Mikala

2012-01-01

The research project “Educational cultures and serious games on a global market place” (2009-2011) dealt with the challenge of the digital learning environment and hence it’s educational development space always existing outside the present space and hence scope of activities. With a reference...... and establishments of the virtual universe called Mingoville.com, the research shows a need to include in researchers’ conceptualizations of digital learning environments and resources, their shifting materialities and platformations and hence emerging (often unpredictable) agencies and educational development...... spaces. Keywords: Fluidity, digital learning environment, digital learning resource, educational development space...

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.

Augmented Reality in Informal Learning Environments: Investigating Short-term and Long-term Effects

DEFF Research Database (Denmark)

Sommerauer, Peter; Müller, Oliver

2018-01-01

field experiment with 24 participants at a mathematics exhibition to measure the effect of AR on acquiring and retaining mathematical knowledge in an informal learning environment, both short-term (i.e., directly after visiting the exhibition) and long-term (i.e., two months after the museum visit). Our...

E-Learning-Based Occupational Therapy Education Leads to Committed Students

DEFF Research Database (Denmark)

Bensen, Maria; Kolbæk, Ditte

2017-01-01

as Adobe Connect? How do the Occupational Therapy e-learning students experience their engagement in learning activities in Adobe Connect? Findings Students find that the sense of belonging to both their fellow students and the education is crucial to their engagement in activities in Adobe Connect......-learning student in an OT-education. On the basis of the interviews, a modified memory-work was conducted on two students from another semester, writing down a memory from an activity in Adobe Connect. Value This paper is the first to investigate the lessons learnt from the e-learning students in OT...... in its use of Adobe Connect in a practical education as Occupational Therapy and in the use of memory-work as a phenomenological approach. Furthermore the findings are interesting, as the students experience how a meaningful and helpful online learning-environment is based on self-regulated engagement....

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...

Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

OpenAIRE

Ingeborg Placklé; Karen D. Könings; Wolfgang Jacquet; Katrien Struyven; Arno Libotton; Jeroen J. G. van Merriënboer; Nadine Engels

2014-01-01

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument – the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. W...

Students Preferred Characteristics of Learning Environments in Vocational Secondary Education

OpenAIRE

Placklé, Ingeborg

2014-01-01

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure studentsâ preferences on characteristics of powerful learning environments in voca-tional education. ...

The clinical learning environment in nursing education: a concept analysis.

Science.gov (United States)

Flott, Elizabeth A; Linden, Lois

2016-03-01

The aim of this study was to report an analysis of the clinical learning environment concept. Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. The clinical learning environment was investigated using Walker and Avant's concept analysis method. A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. © 2015 John Wiley & Sons Ltd.

What Type of Learning Style Leads to Online Participation in the Mixed-Mode E-Learning Environment? A Study of Software Usage Instruction

Science.gov (United States)

Huang, Eugenia Y.; Lin, Sheng Wei; Huang, Travis K.

2012-01-01

Learning style is traditionally assumed to be a predictor of learning performance, yet few studies have identified the mediating and moderating effects between the two. This study extends previous research by proposing and testing a model that examines the mediating processes in the relationship between learning style and e-learning performance…

Advanced Training Technologies and Learning Environments

Science.gov (United States)

Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

1999-01-01

This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.

The Effects of Integrating Social Learning Environment with Online Learning

Science.gov (United States)

Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

2017-01-01

The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

Incremental learning of concept drift in nonstationary environments.

Science.gov (United States)

Elwell, Ryan; Polikar, Robi

2011-10-01

We introduce an ensemble of classifiers-based approach for incremental learning of concept drift, characterized by nonstationary environments (NSEs), where the underlying data distributions change over time. The proposed algorithm, named Learn(++). NSE, learns from consecutive batches of data without making any assumptions on the nature or rate of drift; it can learn from such environments that experience constant or variable rate of drift, addition or deletion of concept classes, as well as cyclical drift. The algorithm learns incrementally, as other members of the Learn(++) family of algorithms, that is, without requiring access to previously seen data. Learn(++). NSE trains one new classifier for each batch of data it receives, and combines these classifiers using a dynamically weighted majority voting. The novelty of the approach is in determining the voting weights, based on each classifier's time-adjusted accuracy on current and past environments. This approach allows the algorithm to recognize, and act accordingly, to the changes in underlying data distributions, as well as to a possible reoccurrence of an earlier distribution. We evaluate the algorithm on several synthetic datasets designed to simulate a variety of nonstationary environments, as well as a real-world weather prediction dataset. Comparisons with several other approaches are also included. Results indicate that Learn(++). NSE can track the changing environments very closely, regardless of the type of concept drift. To allow future use, comparison and benchmarking by interested researchers, we also release our data used in this paper. © 2011 IEEE