Content Management and E-Learning: a Strategic Perspective

2010 ◽  
pp. 197-211
Author(s):  
A. W. Bates
Keyword(s):  
Content Management ◽  
E Learning ◽  
Strategic Perspective

Web Mining Overview

2011 ◽  
pp. 2085-2089 ◽  
Author(s):  
Bamshad Mobasher
Keyword(s):  
Web Mining ◽  
Relevant Information ◽  
Content Management ◽  
Heterogeneous Data ◽  
Web Content ◽  
Web Structure ◽  
Web Structure Mining ◽  
Content Mining ◽  
E Learning ◽  
Intelligent Tools

In the span of a decade, the World Wide Web has been transformed from a tool for information sharing among researchers into an indispensable part of everyday activities. This transformation has been characterized by an explosion of heterogeneous data and information available electronically, as well as increasingly complex applications driving a variety of systems for content management, e-commerce, e-learning, collaboration, and other Web services. This tremendous growth, in turn, has necessitated the development of more intelligent tools for end users as well as information providers in order to more effectively extract relevant information or to discover actionable knowledge. From its very beginning, the potential of extracting valuable knowledge from the Web has been quite evident. Web mining (i.e. the application of data mining techniques to extract knowledge from Web content, structure, and usage) is the collection of technologies to fulfill this potential. In this article, we will summarize briefly each of the three primary areas of Web mining—Web usage mining, Web content mining, and Web structure mining— and discuss some of the primary applications in each area.

UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-LEARNING AT MEDICAL UNIVERSITY - PLOVDIV

2017 ◽  
Vol 5 ◽  
pp. 855-861 ◽  
Author(s):  
Yordanka Tsokova ◽  
Tanya Taneva ◽  
Biyanka Tornyova ◽  
Todor Cherkezov
Keyword(s):  
Time Management ◽  
Management System ◽  
Learning Experience ◽  
Content Management ◽  
University Education ◽  
First Year ◽  
First Year Students ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Medical University

E-learning is seen as a possible solution to the problem of modernization of the university education in response to the changing needs of the society. In undergraduate healthcare training, e-learning is implemented predominantly as blended learning in addition to the traditional classroom teaching. A major factor in the success of e-learning are learners’ attitudes, beliefs and concerns. The aim of the present study was to investigate undergraduate healthcare students’ attitude to e-learning at Medical University – Plovdiv. In this case, e-learning is considered to be electronic educational resources organized as an interactive e-learning unit or course, provided through a learning content management system. The survey was carried out in 2016 through a self-reported questionnaire among 270 first year students from ten healthcare specialties. Participants were asked to express a degree of agreement with nine statements on a five point Likert scale. The influence of gender, age, specialty and previous e-learning experience on the opinion of students was investigated. The results showed that students’ attitudes towards e-learning were positive, but learners were not enthusiastic about it. Genders have different views about e-learning implementation – women are more likely to accept it. The experience first year students had did not allow them to judge if e-learning supports better time-management or life-long learning skills. Students agreed that implementation of e-learning depends on the subjects and there are disciplines that can be provided as distant courses within the learning management system.

scholarly journals Success and Failure Aspects of LMS in E-Learning Systems

2021 ◽  
Vol 15 (11) ◽  
pp. 133
Author(s):  
Abdulsalam Alhazmi ◽  
Athar Imtiaz ◽  
Fatima Alhammadi ◽  
Ezzadeen Kaed
Keyword(s):  
User Interfaces ◽  
Structure Learning ◽  
Content Management ◽  
Future Research ◽  
Content Creation ◽  
Group Management ◽  
Single Sign On ◽  
E Learning ◽  
Learning Management ◽  
Engagement Assessment

<p>Learning management systems (LMS) and their associated<br />tools have created value for higher education institutions worldwide<br />by improving content deliverability, accessibility, and retrievability.<br />Nevertheless, many studies have criticised these systems for their<br />teacher-centred approaches, which limit opportunities for social and informal<br />learning. After several decades of institutions using LMS, this research<br />aims to discuss the success and failure aspects of these LMS from<br />various perspectives, including structure, content, and support for emerging<br />technologies. Based on a thematic literature review and analysis, success<br />and failure aspects are organised and verified by LMS experts.<br />Alongside the aspects identified from the literature, these experts also<br />noted several additional aspects of success and failure in LMS. The analysis<br />results overall indicated the success aspects of LMS relate to seven<br />key factors: single sign-on, learning management, content management,<br />integration, security, tracking, and group management. Similarly, the<br />failure aspects could be classified into eight factors: content creation and<br />sharing, communicative features, structure, learning engagement, assessment,<br />user interfaces, social and informal learning, and mobile features.<br />The implications of the research for education institutions, instructors,<br />developers, and system providers, as well as the resulting directions for<br />future research, are thus also discussed to help increasing the chances of<br />developing additional theoretical and practical insights.</p>

scholarly journals Needs Analysis of Training Web Exe CMS (Content Management System) and Arduino “Two In One” For Physics Teacher

2019 ◽  
Vol 4 (2) ◽  
pp. 118
Author(s):  
Umi Pratiwi
Keyword(s):  
Management System ◽  
Content Management ◽  
Training Needs ◽  
Needs Analysis ◽  
Content Management System ◽  
Physics Teachers ◽  
Physics Teacher ◽  
Conventional Teaching ◽  
E Learning

Most of physics teachers in Purworejo Regency use conventional teaching media. This is due to the lack of understanding and information about the latest It-based teaching media. They need new breakthroughs and methods to improve the quality of physics learning, especially those related to the development of teaching media. Therefore CMS (Content Management System) web exe and Arduino-based training needs analysis are conducted for Purworejo Regency physics teachers. This effort are tested by research descriptions are by giving questionnaires to respondents. The results showed that Purworejo district physics teachers needed continuous and periodic training with guided monitoring and needed training related to the latest IT-based teaching media such as e learning and microcontroller-based teaching media such as Arduino.

Designing Blended Learning Strategies for Rich Content

2017 ◽  
pp. 341-356
Author(s):  
Dionysios Politis ◽  
Miltiadis Tsalighopoulos ◽  
Georgios Kyriafinis
Keyword(s):  
Learning Strategies ◽  
Medical Information ◽  
Multimedia Learning ◽  
Content Management ◽  
Learning Objects ◽  
Medical Professional ◽  
Textual Data ◽  
E Learning ◽  
Rich Content ◽  
Content Management Systems

Today, an immense amount of photorealistic and high quality medical information circulates over the Internet, whether copyright protected and distributed under license from learning portals or simply freely available. Certified textual data along with audiovisual material that has been gathered from medical professional practices may be used for the production of learning objects for multimedia learning. The use of Content Management Systems (CMS) and Virtual Learning Environments (VLE) allow a vast array of images, videos, animations and sounds to be offered through e-Learning. In many professions, e-Learning is the norm. Accordingly, in medicine there is a tendency to blend in the first years of study more and more online material that leads to extensive multimedia learning. However, not all clinical courses within hospitals and examinations can be replaced by media rich content.

Knowledge Management Systems

2011 ◽  
pp. 442-450 ◽  
Author(s):  
Ronald Maier ◽  
Thomas Hadrich
Keyword(s):  
Knowledge Management ◽  
Information Systems ◽  
Content Management ◽  
Management Systems ◽  
Knowledge Management Systems ◽  
Future Trends ◽  
E Learning ◽  
Abstract Level ◽  
State Of Practice ◽  
Content Management Systems

Knowledge management systems (KMSs) are seen as enabling technologies for an effective and efficient knowledge management (KM). However, up to date the term knowledge management system has often been used ambiguously. Examples are its use for specific KM tools, for KM platforms, or for (a combination of) tools that are applied with KM in mind. So far, investigations about the notion of KMS remain on the abstract level of what a KMS is used for, for example, “a class of information systems applied to managing organizational knowledge” (Alavi & Leidner, 2001, p. 114). The following two sections define the term KMS and obtain a set of characteristics that differentiates KMS from traditional information systems, such as intranet infrastructures, document- and content-management systems, groupware, or e-learning systems. Then, two ideal architectures for KMS are contrasted. It is discussed which KMS architecture fits what type of KM initiatives, and some empirical findings on the state of practice of KMS are summarized. The last sections give an outlook on future trends and conclude the article.

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