Effects of Individual and Social Learning Support on Employees’ Acceptance of Performance-Oriented e-Learning

2017 ◽  
pp. 141-159 ◽  
Author(s):  
Minhong Wang
Keyword(s):  
Social Learning ◽  
Learning Support ◽  
E Learning

scholarly journals Quality assurance in e-learning: PDPP evaluation model and its application

2012 ◽  
Vol 13 (3) ◽  
pp. 66 ◽  
Author(s):  
Weiyuan Zhang ◽  
Yau Ling Cheng
Keyword(s):  
Quality Assurance ◽  
Hong Kong ◽  
Teaching And Learning ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Technical Support ◽  
Educational Institutions ◽  
Learning Effectiveness ◽  
Learning Support ◽  
E Learning

<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

scholarly journals Profile reliability to improve recommendation in social-learning context

2018 ◽  
Vol 44 (2) ◽  
pp. 433-454 ◽  
Author(s):  
Corinne Amel Zayani ◽  
Leila Ghorbel ◽  
Ikram Amous ◽  
Manel Mezghanni ◽  
André Péninou ◽  
...  
Keyword(s):  
Social Network ◽  
Social Learning ◽  
Learning System ◽  
Learning Context ◽  
Content Type ◽  
Semantic Relationships ◽  
The Hierarchical Structure ◽  
E Learning ◽  
Many Sources

Purpose Generally, the user requires customized information reflecting his/her current needs and interests that are stored in his/her profile. There are many sources which may provide beneficial information to enrich the user’s interests such as his/her social network for recommendation purposes. The proposed approach rests basically on predicting the reliability of the users’ profiles which may contain conflictual interests. The paper aims to discuss this issue. Design/methodology/approach This approach handles conflicts by detecting the reliability of neighbors’ profiles of a user. The authors consider that these profiles are dependent on one another as they may contain interests that are enriched from non-reliable profiles. The dependency relationship is determined between profiles, each of which contains interests that are structured based on k-means algorithm. This structure takes into consideration not only the evolutionary aspect of interests but also their semantic relationships. Findings The proposed approach was validated in a social-learning context as evaluations were conducted on learners who are members of Moodle e-learning system and Delicious social network. The quality of the created interest structure is assessed. Then, the result of the profile reliability is evaluated. The obtained results are satisfactory. These results could promote recommendation systems as the selection of interests that are considered of enrichment depends on the reliability of the profiles where they are stored. Research limitations/implications Some specific limitations are recorded. As the quality of the created interest structure would evolve in order to improve the profile reliability result. In addition, as Delicious is used as a main data source for the learner’s interest enrichment, it was necessary to obtain interests from other sources, such as e-recruitement systems. Originality/value This research is among the pioneer papers to combine the semantic as well as the hierarchical structure of interests and conflict resolution based on a profile reliability approach.

scholarly journals E-learning trendek és kérdések

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Krisztina Fodorné Dr. Tóth
Keyword(s):  
Learning Approach ◽  
Learning Support ◽  
Exact Role ◽  
Electronic Learning ◽  
E Learning

Az e-learning (elektronikus tanulás, elektronikus tanulástámogatás) már előzményeiben is sokrétű tartalmi és technológiai kérdéskört fedett le, a fogalom maga pedig keletkezése óta folyamatos változást mutat. Jelen írás ezt a változást igyekszik megmutatni: az időbeli gyökereket, a fogalmak terjeszkedését, szűkülését, multiplikálódását, illetve kapcsolódásaikat az aktuális pedagógiai tendenciákhoz, valamint a mindenkori forró kérdések alakulását. Az írás struktúráját tekintve napjaink e-learning-szemléletének keresztmetszetét használja keretként; a mai hívószavak mentén próbáljuk áttekinteni az e-learning szféra alapjait, a felszínnél jóval kevésbé változékony vázát, illetve kitérünk néhány olyan, közelmúltbeli jelenségre, amelyek nem vagy nem úgy látszanak szerepet nyerni a főáramban, ahogyan a megjelenésükkori prognózisokból következtetni lehetne rá.***E-learning (electronic learning support) and its antecedents covered a multi-layer branch of issues regarding technology and content even before this concept was born. Since it has arised, it is altering and differing continuously. We aim to show this variability in this article: its roots in time, augmention, narrowing and multiplying of concepts, their links to actual pedagogical tendencies and the all-time hot questions. Structure of this article is based on todays e-learning approach: we intend to oversee framework of e-learning areas along today’s buzzwords and some recent phenomena which happened not to play the exact role in learning mainstream what was predicted for them to fulfill. 

scholarly journals Development of Intelligent Multi-agents System for Collaborative e-learning Support

2018 ◽  
Vol 7 (2) ◽  
pp. 294-305
Author(s):  
Issam Matazi ◽  
Rochdi Messoussi ◽  
Salah-Eddine Bellmallem ◽  
Ilham Oumaira ◽  
Abdellah Bennane ◽  
...  
Keyword(s):  
Fuzzy Logic ◽  
Learning Support ◽  
Artificial Agent ◽  
Learning Collaborative ◽  
Collaborative System ◽  
Pedagogical Action ◽  
E Learning ◽  
Multi Agents

The aim of this paper is the introduction of intelligence in e-learning collaborative system. In such system, the tutor plays an important role to facilitate collaboration between users and boost less active among them to get more involved for good pedagogical action. However, the problem lies in the large number of platform users, and the tutor tasks become difficult if not impossible. Therefore, we used fuzzy logic technics in order to solve this problem by automating tutor tasks and creating an artificial agent. This agent is elaborate in basing on the learners activities, especially the assessment of their collaborative behaviors. After the implementation of intelligent collaborative system by using Moodle platform, we have tested it. The reader will discover our approach and relevant results.

TEACHING THE REGRESSION AND SIMPLE LINEAR CORRELATION THEME WITH E-LEARNING SUPPORT

2019 ◽  
Author(s):  
Miguel Pineda Becerril ◽  
Omar García ◽  
Armando Aguilar ◽  
Frida León
Keyword(s):  
Linear Correlation ◽  
Learning Support ◽  
E Learning

An Exploratory Analysis of the Role of Emotions in E-Learning

2010 ◽  
pp. 563-571 ◽  
Author(s):  
M. A. Rentroia-Bonito ◽  
J. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Processes ◽  
Learning Support ◽  
Face To Face ◽  
Learning Contexts ◽  
The People ◽  
E Learning ◽  
Individual Learning Processes ◽  
The Individual ◽  
The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

Development and Support of E-Learning Systems in Tomsk State Pedagogical University

2016 ◽  
pp. 350-364 ◽  
Author(s):  
Timur Gazizov ◽  
Tatyana Prishepa ◽  
Mikhail Chervonnyy
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Modern Society ◽  
Communication Technologies ◽  
Professional Activity ◽  
Learning Support ◽  
State Pedagogical ◽  
Information And Communication ◽  
E Learning ◽  
Case Application

Processes of IT development in modern society and closely related processes of IT development in all forms of educational activities are characterized by the process of improvement and mass distribution of up-to-date information and communication technologies (ICT). Similar technologies are used extensively for communication and collaboration between the teacher and the student in modern open and distance learning. A modern teacher must not only have knowledge of ICT but also must be an expert on their application in his/her professional activity. In this case, application of such technology is closely related to distance learning and e-learning. In this paper, we intend to simulate and show outcomes of the development of e-learning support systems on the example of Tomsk State Pedagogical University (TSPU).

Impact of context-awareness on the architecture of learning support systems

2008 ◽  
pp. 306-319 ◽  
Author(s):  
Andreas Schmidt
Keyword(s):  
Professional Training ◽  
Service Oriented Architecture ◽  
Traditional Learning ◽  
Learning Support ◽  
Learning Approaches ◽  
Academic Education ◽  
Real World Problem ◽  
Service Oriented ◽  
E Learning ◽  
Set Up

Recently, the situatedness of learning has come to the center of attention in both research and practice, also a result of the insight that traditional learning methods in the form of large decontextualized courses lead to inert knowledge; i.e., knowledge that can be reproduced, but not applied to real-world problem solving. In order to avoid the inertness, pedagogy tries to set up authentic learning settings, an approach increasingly shared in e-learning domain. If we consider professional training, it is the immediacy of purpose and context that makes it largely different to learning in schools or academic education. This immediacy has the benefit that we actually have an authentic context that we need to preserve. The majority of current e-learning approaches, however, ignores this context and provides decontextualized forms of learning as a multimedia copy of traditional presence seminars. We show how making learning solutions aware of the context actually affects their architecture and present a showcase solution in the form of the Learning in Process service-oriented architecture.

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