Game-Enhanced and Process-Based e-Learning Framework

2017 ◽  
pp. 279-284 ◽  
Author(s):  
Rawad Hammad
Keyword(s):  
Learning Framework ◽  
E Learning

scholarly journals Learning Cultures and Multiculturalism

2014 ◽  
pp. 197-217 ◽  
Author(s):  
Hanna Teräs ◽  
Irja Leppisaari ◽  
Marko Teräs ◽  
Jan Herrington
Keyword(s):  
Learning Environments ◽  
Knowledge Society ◽  
Culture Shock ◽  
Learning Culture ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Cultural Backgrounds ◽  
Online Programs ◽  
Learning Framework ◽  
E Learning

In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by “culture” in the educational context, what aspects have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an unintended and possibly undesirable way? New learning models that differ from traditional learning approaches might cause a type of a “learning culture shock” for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This chapter discusses the experiences of two cases from multicultural and multidisciplinary online programs for teacher education and professional development. Both of the programs are based on the principles of authentic e-learning framework described by Herrington, Reeves, and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e-learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture.

Transition From E-Learning to U-Learning

2020 ◽  
pp. 296-310 ◽  
Author(s):  
Alaattin Parlakkılıç
Keyword(s):  
Learning System ◽  
Mobile Systems ◽  
Learning Framework ◽  
Information Object ◽  
Computer Technologies ◽  
Server Systems ◽  
The Status ◽  
E Learning ◽  
Basic Features ◽  
Training Services

E-learning systems have increased the prevalence of information and computer technologies in education. U-learning is a modern teaching system based on the use of computer technologies (ubiquitous computing technology) everywhere in the environment of existing wired, wireless, mobile, and sensor systems. The interaction between information, object/device, and user/learner/student is formed at any time, anywhere, and form in the communication environment called u-environment. In u-learning, the presence of information in objects (embeded) and mobility is the highest. Training services are among mobile systems and sensors that can move independently in the environment. The status of the learners is followed due to the characteristics of the server systems and objects. Researches on u-learning are ongoing. Especially u-learning system theory and application methods are being investigated. Most of the researches are about u-learning applications rather than u-learning framework. This chapter focuses on basic features, media, and research in the transition from e-learning to u-learning.

Collaborative E-Learning Using Semantic Course Blog

2009 ◽  
pp. 463-472
Author(s):  
Lai-Chen Lu ◽  
Ching-Long Yeh
Keyword(s):  
Semantic Web ◽  
Learning Technology ◽  
Learning Efficiency ◽  
Learning Framework ◽  
E Learning

Collaborative e-learning delivers many enhancements to e-learning technology; it enables students to collaborate with each other and improves their learning efficiency. Semantic blog combines semantic Web and blog technology that users can import, export, view, navigate, and query the blog. We developed a semantic course blog for collaborative e-learning. Using our semantic course blog, instructors can import the lecture course. Students can team up for projects, ask questions, mutually discuss problems, take the comments, support answers, and query the blog information. This semantic course blog provided a platform for collaborative e-learning framework. In this chapter, we described some collaborative e-learning and semantic blog technology, and then we introduced functions, implementation and how collaborative e-learning appears in semantic course blog.

An Interface Design Evaluation of Courses in a Nursing Program using an E-learning Framework

2012 ◽  
pp. 285-304 ◽  
Author(s):  
Brenda Tyczkowski ◽  
Eric Bauman ◽  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten ◽  
Janet Resop Reilly
Keyword(s):  
Interface Design ◽  
Associate Degree ◽  
Nursing Programs ◽  
Nursing Program ◽  
Learning Program ◽  
Bachelor Of Science ◽  
Learning Framework ◽  
University Of Wisconsin ◽  
E Learning ◽  
Individual Use

Interface design refers to the overall look and feel of an e-learning program by the end user (Hall, as cited in Khan, 2005). Initially designed for corporate use, the World Wide Web as it is now known surfaced in the early 1990s. Individual use grew rapidly in the 1990’s, with “online users doubling or tripling every year” (When Guide, n.d.). Online degree granting educational programs slowly developed. An early fully online RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) program was the Collaborative Nursing Program (CNP) in Wisconsin. The CNP, now called the “BSN@Home” program, started in 1995, to serve associate degree and diploma prepared nurses throughout the state of Wisconsin desiring a baccalaureate degree in nursing. This statewide program continues to be delivered collaboratively by five University of Wisconsin (UW) nursing programs (UW-Eau Claire, UW-Green Bay, UW-Madison, UW-Milwaukee, and UW-Oshkosh). A critical look at interface design in this program was undertaken with methods and outcomes detailed below.

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