e-Learning Issues under an Affective Perspective

2008 ◽  
pp. 27-38 ◽  
Author(s):  
Makis Leontidis ◽  
Constantine Halatsis ◽  
Maria Grigoriadou
Keyword(s):  
E Learning ◽  
Learning Issues

E-Learning Environment

2005 ◽  
pp. 1001-1005
Author(s):  
Mizue Kayama ◽  
Toshio Okamoto
Keyword(s):  
Learning Community ◽  
The Internet ◽  
Computer Assisted ◽  
Concept System ◽  
New Learning ◽  
E Learning ◽  
The Many ◽  
Assisted Instruction ◽  
Learning Ecology ◽  
Learning Issues

Nowadays, the concept/system of e-learning (or eLearning) is widespread with the advent and prevalence of the Internet. Via the Internet, people can communicate with each other at anytime and from anywhere. People can also share, rebuild, stock, and reuse various kinds of information. Here, it is clear that e-learning gets citizenship in the educational society instead of CAI (computer-assisted instruction) and CMI (computer-managed instruction). As a response to society’s advance, it is necessary to construct a new learning ecology, such as a learning organization or a learning community. To date, the need for an understanding of e-learning issues has not been met by a coherent set of principles for examining past work and plotting fruitful directions. Obviously, it would be difficult to document the many seeds sown now.

Heuristic Evaluation on M-Learning Applications

2017 ◽  
pp. 38-55
Author(s):  
Christofer Ramos ◽  
Flávio Anthero Nunes Vianna dos Santos ◽  
Monique Vandresen
Keyword(s):  
Comparative Study ◽  
Usability Evaluation ◽  
Heuristic Evaluation ◽  
Considerable Evidence ◽  
Usability Problems ◽  
Systematic Methodology ◽  
E Learning ◽  
The Comparative Study ◽  
Learning Issues ◽  
Usability Evaluation Methods

Heuristic evaluation stands out among the usability evaluation methods regarding its benefits related to time and costs. Nevertheless, generic heuristic sets require improvements when it comes to specific interfaces as seen on m-learning applications that have acquired considerable evidence within the current technologic context. Regarding the lack of studies aimed at interfaces of this sort, the authors propose, through a systematic methodology, the comparative study between a heuristic set specific to the assessment on e-learning interfaces and other, on mobile. The identified usability problems were matched with the aspects of coverage, distribution, redundancy, context and severity, in a way that it was possible to understand the efficiency of each set in covering m-learning issues. Among the findings, e-learning's heuristic set could detect a larger number of usability problems not found by mobile's.

Electronic portfolio use in Thailand

First Monday ◽  
2010 ◽  
Author(s):  
Noppadol Prammanee ◽  
Mahmoud Moussa
Keyword(s):  
Educational System ◽  
Electronic Portfolio ◽  
The Internet ◽  
Rapid Rate ◽  
Short History ◽  
The Future ◽  
E Learning ◽  
Thai Government ◽  
Use Of The Internet ◽  
Learning Issues

Although the use of the Internet in Thailand has a short history, it continues to develop at a rapid rate. The adoption of the Internet helps the Thai government to apply e-learning into national educational system. This paper presents a brief introduction on how the Thai government is using the Internet and e-learning in education. Beginning with Internet and e–learning issues, this paper discusses different occurrences of electronic portfolio use found in Thailand. Finally, it will examine the potential for electronic portfolio use in the future in Thailand.

E-Learning Environment

2011 ◽  
pp. 726-732 ◽  
Author(s):  
Mizue Kayama ◽  
Toshio Okamoto
Keyword(s):  
Learning Community ◽  
The Internet ◽  
Computer Assisted ◽  
Concept System ◽  
New Learning ◽  
E Learning ◽  
The Many ◽  
Assisted Instruction ◽  
Learning Ecology ◽  
Learning Issues

Nowadays, the concept/system of e-learning (or eLearning) is widespread with the advent and prevalence of the Internet. Via the Internet, people can communicate with each other at anytime and from anywhere. People can also share, rebuild, stock, and reuse various kinds of information. Here, it is clear that e-learning gets citizenship in the educational society instead of CAI (computer-assisted instruction) and CMI (computer-managed instruction). As a response to society’s advance, it is necessary to construct a new learning ecology, such as a learning organization or a learning community. To date, the need for an understanding of e-learning issues has not been met by a coherent set of principles for examining past work and plotting fruitful directions. Obviously, it would be difficult to document the many seeds sown now.

scholarly journals E-learning: Issues and Challenges

2014 ◽  
Vol 97 (5) ◽  
pp. 20-24 ◽  
Author(s):  
Hemant Rana ◽  
Rajiv Rajiv ◽  
Manohar Lal
Keyword(s):  
E Learning ◽  
Learning Issues

scholarly journals Organization of E-Learning with Incorporation of an Online Component

2020 ◽  
Vol 12 ◽  
pp. 3-7
Author(s):  
Nelli I. Diveeva ◽  
◽  
Ekaterina A. Dmitrikova ◽  
Ilya A. Vasilyev ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Practical Significance ◽  
Educational Organizations ◽  
Network Learning ◽  
Joint Activities ◽  
Key Characteristics ◽  
Promising Area ◽  
E Learning ◽  
Learning Issues ◽  
Network Form

The purpose of this article is to formulate recommendations for organizing network form of learning using the online component. The advantages of using the online component in the educational process are outlined. Methodology: in the process of preparing the article, the dialectical method was used, which consists in the application of methods of analysis, scientific generalization. Conclusions. The authors consider the organization of network form of learning as a promising area of joint activities of educational organizations and other organizations that have the resources necessary for the implementation of educational programs. The article formulates the key characteristics of network form of learning, analyzes changes in the regulation of issues of organizing network learning. Scientific and practical significance. Taking these aspects into account, the authors propose possible models for including the online component in the organization of network form of learning. Issues are considered in relation to higher education.

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