Integrating E-learning Platforms in Teaching/Learning. A Critical Review Upon the Virtual Campus Usage in UPT

2017 ◽  
pp. 225-234
Author(s):  
Camelia Ciuclea ◽  
Gabriela Prostean ◽  
Diana Andone ◽  
Anca Draghici
Keyword(s):  
Critical Review ◽  
Virtual Campus ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

ETHWorld - Implementation of a Virtual Campus Infrastructure and E-Learning at ETH Zurich

2003 ◽  
pp. 1-18
Author(s):  
Anders Hagstrom ◽  
Walter Schaufelberger
Keyword(s):  
Technological Development ◽  
Building Blocks ◽  
Academic Planning ◽  
Virtual Campus ◽  
Federal Institute ◽  
E Learning ◽  
Institute Of Technology ◽  
Teaching Learning ◽  
The University ◽  
And Control

ETH World is a strategic initiative for establishing a new virtual campus at the Swiss Federal Institute of Technology (ETH) Zurich. ETH World will provide services in the areas of research, teaching, learning and infrastructure for the established disciplines in technology and natural science at ETH. The initiative aims to develop the excellence of ETH Zurich, making use of the new facilities and infrastructure instruments and methods that technological development offers. It is an integral part of the university, supporting its academic planning, infrastructure and financing processes. In its first part this paper describes the background of ETH World and an international conceptual competition organized in 2000 to seek ideas for the “infostructure” of this new academic environment. Some results of the competition are presented along with other projects that have been launched as building blocks of ETH World. The second part looks in some detail at e-learning as one of the focal points of ETH World, presenting two cases studies in architecture and control engineering education.

Mathematics Education

2012 ◽  
pp. 60-89 ◽  
Author(s):  
Giovannina Albano
Keyword(s):  
Mathematics Education ◽  
Peer Assessment ◽  
Active Role ◽  
Learning Objects ◽  
Future Research ◽  
Domain Specific ◽  
E Learning ◽  
Learning Platforms ◽  
And Mathematics ◽  
Teaching Learning

This chapter is concerned with the integration of research in mathematics education and e-learning. Its main aim is to provide a perspective on the teaching/learning opportunities offered by e-learning platforms in a blended learning setting, as experienced at the Universities of Salerno and of Piemonte Orientale. Two types of teaching actions have been set above all: a) tailored units of learning, which have required the design/implementation of a huge pool of learning objects, according to domain-specific guidelines from mathematics education research and to various educational parameters from e-learning research; b) cooperative or individual teacher-driven learning activities together with various practice for self or peer assessment, which have been designed according both to e-learning and mathematics pedagogies based on the active role of the learner, the interaction with tutors and peers, and the importance of critical thinking and communication skills. Finally some feedback from students is reported, and some opportunities for future research are outlined.

scholarly journals Nuevos desarrollos en el campus virtual UCM: estudio exploratorio sobre las plataformas e-learning en los estudios de comunicación audiovisual y publicidad / New developments in the virtual campus of the complutense university: an exploratory research...

2012 ◽  
Vol 13 (1) ◽  
pp. 395-411
Author(s):  
Jorge Clemente Mediavilla ◽  
Nuria Villagra García
Keyword(s):  
Working Environment ◽  
Exploratory Research ◽  
Redes Sociales ◽  
New Developments ◽  
Virtual Campus ◽  
Qualitative And Quantitative ◽  
Third Phase ◽  
Class Context ◽  
E Learning ◽  
Learning Platforms

La investigación en la que se basa este artículo tiene como objetivo principal el estudio de las capacidades de la actual herramienta del Campus Virtual de la UCM, WebCT 4.0, frente a las que presenta Moodle, el nuevo entorno de trabajo de dicho Campus, realizando un análisis en profundidad de la accesibilidad y usabilidad, de las herramientas de comunicación y de evaluación integral, así como de las funcionalidades multimedia. La propuesta metodológica incluye técnicas tanto cualitativas como cuantitativas, planteándose un análisis exploratorio y descriptivo de las dos plataformas informáticas –a lo largo de tres fases consecutivas– que permita, en primer lugar, un estudio en profundidad de las herramientas utilizadas por el profesorado; en segundo lugar, la realización de un cuestionario orientado a conocer las valoraciones de los discentes acerca de la usabilidad, accesibilidad, así como de las herramientas de evaluación, comunicación y de gestión de contenidos; y por último, la puesta en marcha de un experimento en el aula con los alumnos, simulando un contexto real de clase. La usabilidad, la accesibilidad y las posibilidades de comunicación son más dinámicas en Moodle que en WebCT. Además, los alumnos demandan mayor participación mediante el uso de las redes sociales mayoritariamente extendidas.       This paper analyzes the capabilities of the present tool UCM Virtual Campus, WebCT 4.0, versus Moodle, the new working environment of the Campus. We examine accessibility and usability, communication tools and comprehensive assessment, as well as multimedia functionality. The proposed methodology includes both qualitative and quantitative techniques. Over three consecutive phases this study analyzes the professor’s experience using these tools. We also developed a questionnaire that was completed by the students in order to evaluate these e-learning platforms. Finally, the third phase of the research consisted of an experiment conducted in the classroom with the students simulating a real class context. The usability, accessibility and the communication opportunities are more dynamic in WebCT than in Moodle. In addition, students demand a more participatory role by supplementing the use of social networks.

Proposal of a Set of Reports for Students' Tracking and Assessing in E-Learning Platforms

2010 ◽  
pp. 235-261 ◽  
Author(s):  
Marta E. Zorrilla Pantaleón ◽  
Elena E. Álvarez Sáiz
Keyword(s):  
New Technologies ◽  
Content Management ◽  
Traditional Education ◽  
Point Of View ◽  
Learning Content ◽  
Educational Environments ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

The teaching-learning process has undergone a deep change with the appearance of new technologies. E-learning environments and, in particular, learning content management systems have provided capacities and tools which have contributed notably to this change. Their use has spread rapidly in the educational environments due to the advantages that they offer: freedom of timetable, ubiquity, tools for the communication and collaboration, etc. However, they still lack a suitable tool for the monitoring and follow-up of the students that allows the instructors, in an easy and intuitive way, to know what is happening with their distance students. This lack of knowledge is, to a great extent, the cause of a higher number of dropouts and a lower students’ performance in comparison to traditional education. Consequently, in this chapter, the authors propose a set of reports, designed from an educational point of view, which help instructors to carry out this task and an architecture software for their implementation.

scholarly journals A Comparative Study of E-learning Platform in Reading and Translating Course for Engineering Students

2016 ◽  
Vol 11 (04) ◽  
pp. 120 ◽  
Author(s):  
Xue Shi
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Developed Countries ◽  
The United States ◽  
Web Based ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

Web-based learning environments are being more widely used in higher education to support face to face teaching activities. Universities in Europe, the United States, and other developed countries extensively use e-learning platforms; however, this is still in the trial stage in Chinese universities and educational institutions. Moodle has been considered as an interactive e-learning tool to motivate students and involve them in resolving both individual and collaborative tasks. In order to improve class attendance and homework assignments submission, an e-course was developed via Moodle and proved to be a positive teaching/learning experience. Following this study, a series of conclusions can be drawn concerning its benefits in terms of stimulating students’ interest in homework tasks and increasing their frequency of interaction with teachers and among colleagues.

Examining E-learning as an alternative solution to conventional learning during and post Covid-19 in Nigeria.

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Christopher Ubaka Ebelogu ◽  
Virginia Ebere Ejiofor ◽  
Aliyu Omeiza ◽  
Lucy Hassana Audu
Keyword(s):  
Teaching And Learning ◽  
Point Of View ◽  
Educational Institutions ◽  
The Novel ◽  
Face To Face ◽  
Higher Institution ◽  
The Face ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

It is no longer news that the novel Corona Virus pandemic (COVID-19) is ravaging and still destroying the world, killing so many people and sending economies in different countries into recession. COVID-19 came as a thief in the night in the household of traditional schooling. Gradually, the face-to-face traditional way of teaching and learning was immediately put on hold and all parties running to their shelves for cover as measure to avert the spread of the dreaded virus. What came up as a viable alternative to face-to-face or conventional mode of teaching-learning in school and higher institution is E-learning. So many of these educational institutions had to resort to learning through some E-learning platforms which include ZOOM, YouTube, Google Meet, Google Classroom, Duo, Free Conference Call, etc. This established the fact that majority of the organizations have made an instant switch to online collaboration inclusive of schooling systems. This paper therefore sort to examine how Nigerian schools are reshaping the schooling/education system as to align with the alternative model of teaching-learning most essentially as E-learning rest on major pillars which are undoubtedly deficient in Nigeria and amongst Nigerians. There are challenges to overcome in achieving the e-learning phenomenon in Nigeria, many students without reliable internet access, power supply and technology struggle to participate in digital activities, which hinder online learning. The paper was approached in an E-learning subscriber or user point of view around FCT Abuja metropolis which includes teachers and learners (students/pupils). Questionnaires were distributed to the E-learning users and also the teachers of E-learning. Data were collected and analyzed using percentage method and Likert method to arrive at a conclusion and useful recommendations were made to enhance e-learning during and post COVID-19 in the various educational institutions in Nigeria.

Perceived outcomes of e-learning: identifying key attributes affecting user satisfaction in higher education institutes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yash Daultani ◽  
Mohit Goswami ◽  
Ajay Kumar ◽  
Saurabh Pratap
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
User Satisfaction ◽  
Structural Equation ◽  
Higher Education Institutions ◽  
Content Type ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning ◽  
Perceived Outcomes

Purpose The purpose of this paper was to examine the perceived outcomes of e-learning by identifying key attributes affecting user (learner) satisfaction in higher education institutes. Design/methodology/approach A conceptual model considering user satisfaction as a key construct was developed through critical literature review and expert opinion. The model is empirically validated using confirmatory factor analysis and structural equation model in the context of higher education institutions. A sample of 802 users comprising of engineering and management students has been used for the analysis. Findings Course attributes, system attributes, interactive attributes and instructor attributes were found to have an influence significantly on user satisfaction. Instructor attributes were the topmost significant contributor followed by the course attributes. Social implications Delivery of educational programs through e-learning platforms has increasingly gained traction throughout the world owing to its locational, time and convenience-related facets. Further, the ongoing global pandemic has catalysed acceptance of e-learning platforms thus attracting large number of learners and teachers for facilitating the teaching-learning process. This paper is a novel attempt to identify the existing gaps in teaching-learning process in the context of e-learning. Originality/value This study is original and provides new insights into how e-learning platforms and higher education institutions can ensure higher user satisfaction and learning in current challenging times. This paper will also be of interest to policymakers.

scholarly journals Personalized Learning Environment in Higher Education through Big Data and Blended Learning Analytics

2019 ◽  
Vol 8 (3) ◽  
pp. 6236-6239
Keyword(s):  
Blended Learning ◽  
Learning Analytics ◽  
Learning Experience ◽  
Digital Data ◽  
Educational Institutions ◽  
Demographic Information ◽  
Huge Amount ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

Blended learning is seen as one of the effective ways of engaging learners in higher educational institutions. The e-learning platforms have further facilitated in adapting to learner centric approach of teaching learning. Analytics have played major role in revolutionizing various sectors including education. Blended learning analytics provides inferences which when utilized effectively by the educator and learner would enhance the teaching-learning experience. Huge amount of varied data is generated when learner and educator interact with e-learning platforms, this when coupled with other demographic information can be used to personalize the learning experience. This necessitates the need of a framework which can capture and use the digital data.

scholarly journals The Role of Education within a Knowledge Based Society: Teachers’ Perception on how e-Learning Systems can be integrated in Classroom Activities

2012 ◽  
Vol 3 (6) ◽  
pp. 178-182
Author(s):  
Raluca Cristina Eftimie
Keyword(s):  
Educational Environment ◽  
School Level ◽  
Innovative Technology ◽  
Educational Systems ◽  
Knowledge Based ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning ◽  
Educational Market

The development of the interactive, collaborative and dynamic e-learning methods is considered the primary mode of evolution of the Romanian and international educational systems. Most of the studies have revealed the widespread benefits of these technologies and exemplifying their applicability and their evolution within the education systems. However, few studies clearly identify the role that e-learning platforms have in the improvement of teaching - learning and how these technologies can be integrated into the classroom. This article proposes a new approach related to the integration of these systems while providing educational acts, starting by identifying and understanding the perceptions that teachers have regarding this type of innovative technology, explaining and interpreting the results of a qualitative research conducted within Romanian educational market. Teacher’s perception on the role of e-learning education is interpreted as a factor, which influences the quality of the use and the integration of these technologies in the Romanian educational environment, reaffirming the need for a coherent implementation of these instruments at a specific school level but also at general educational environment integration.

scholarly journals Designing Online Platforms Supporting Emotions and Awareness

Electronics ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 251 ◽  
Author(s):  
César A. Collazos ◽  
Habib Fardoun ◽  
Deema AlSekait ◽  
Carla Santos Pereira ◽  
Fernando Moreira
Keyword(s):  
Academic Staff ◽  
Emergency Situation ◽  
Technology Industry ◽  
Online Platforms ◽  
Global Pandemic ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Reducing Costs ◽  
Teaching Learning

Due to the global pandemic (COVID-19) currently facing humanity, a new environment that promotes teaching–learning is now emerging. This environment that challenges traditional teaching practices created an opportunity for the technology industry to capitalize on by developing creative e-learning platforms that empowers the teaching–learning process, during this ‘emergency’ situation. E-learning scenario is an important element to be considered, as it offers a host of benefits, such as reducing costs, allowing for education on-demand, etc., to its adopters. However, the application of this could bring some challenges, as some of the existing online platforms are not conducive to support clear communication among academic staff. This paper describes a report identifying the main problems faced by teachers and students from different countries in Latin America, when using e-learning platforms in a lockdown scenario, reporting the importance to include aspects related with emotions and awareness.

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