Exploring the impact of different factors on brand equity and intention to take up online courses from e-Learning platforms

2020 ◽  
pp. 102351
Author(s):  
Arghya Ray ◽  
Pradip Kumar Bala ◽  
Shibashish Chakraborty ◽  
Shilpee A. Dasgupta
Keyword(s):  
Brand Equity ◽  
Online Courses ◽  
E Learning ◽  
Learning Platforms ◽  
The Impact

scholarly journals Exploration of Factors Affecting Learners' Motivation in E-learning

2019 ◽  
pp. 1269-1275
Author(s):  
Shubham Dubey ◽  
Biro Piroska ◽  
Manjulata Gautam
Keyword(s):  
Dropping Out ◽  
Individual Factor ◽  
Factors Affecting ◽  
E Learning ◽  
Learning Platforms ◽  
The Common ◽  
Khan Academy ◽  
Future Work ◽  
The Impact

The world is changing rapidly, so is academics. E-learning has altered the area of academics and education. ICT enabled learning has given ideal services to students by providing any type of content on demand which is proportional to the performance of students. The concentration of learner has been found instinctive; thus there is a need of engaging mind towards course progress with its entirety till the objectives of the course will be achieved. There are several e-learning platforms available as EdX, Udacity, Khan Academy, Alison those have a number of learners registered for various courses. Studies suggest that these platforms suffer from the common problem of learners’ dropping out. Investigations also claim early leaving rate is increasing due to lack of quality of content, distraction factors, learners’ mind change, outdated and succinct information, and some more detraction factors. These issues have been observed on the basis of early leaving rates in various MOOCs. Thus there is a mammoth scope for minimizing the impact of these reasons on the learners’ mind. It can be achieved by identifying these factors affecting learners’ motivation during the course. This study is aiming on identifying these factors. The approach is to explore some certain keywords on previous literature (total 41) and then calculating their frequencies and co-factors associated with them. Both grouped factors contribution and individual factor contribution have been taken care. The study gives a direction for future work towards overcoming these actor and engaging learners in ICT enabled learning.

Striving for Inclusion in E-Learning and E-Health

2021 ◽  
pp. 44-72
Author(s):  
Sandra Sanchez-Gordon
Keyword(s):  
Life Cycle ◽  
Literature Review ◽  
Online Courses ◽  
Research Process ◽  
Future Research ◽  
Online Platforms ◽  
E Learning ◽  
Learning Platforms ◽  
To Come ◽  
Definition Of

The purpose of this chapter is to present a seven-year journey to understand the barriers that people face when interacting with e-learning and e-health online platforms and to come up with software engineering solutions to make these platforms more inclusive. This chapter per the author presents a set of contributions intended to serve as steppingstones to future research efforts. These contributions include a literature review about accessibility of e-learning platforms; the accessibility audit of e-learning and e-health platforms; the identification of accessibility requirements; the design of architectures, process, and models to improve accessibility; and the definition of a life cycle for the management of accessible online courses. In this context, this chapter relate the evolution of the research process followed and summarize the results obtained so far.

From e Learning to m Learning

2008 ◽  
pp. 62-79
Author(s):  
Phillip Grew ◽  
Elena Pagani ◽  
Francesco Giudici
Keyword(s):  
General Framework ◽  
Remote Access ◽  
Asynchronous Learning ◽  
Physical Location ◽  
Support Interaction ◽  
E Learning ◽  
Course Material ◽  
Learning Platforms ◽  
Networking Technologies ◽  
The Impact

The term e learning indicates products that differ very much both in services supplied and in design. E learning platforms do not necessarily involve networking as a fundamental component. However, networking is important both to ease access to course material and to support interaction among users. Networking should be exploited to allow remote access to students who cannot be present at lessons, to allow asynchronous learning whenever students have time, to supply users with tools for cooperative learning regardless of their physical location. The spread of wireless networking technologies and their standardization will lead to innovations in all three of these aspects. This chapter focuses on the services whose deployment computer networks make possible in order to boost interactivity, cooperation and involvement in learning, with specific attention to ubiquitous learning and for the impact of wireless technologies on the general framework.

scholarly journals Lessons Learned Transitioning from Traditional Premedical and Medical Education to E-learning Platforms during the COVID-19 Pandemic within the United Arab Emirates

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Siobhán M. O’Sullivan ◽  
Ali A. Khraibi ◽  
Wei Chen ◽  
Peter R. Corridon
Keyword(s):  
Medical Education ◽  
Best Practices ◽  
United Arab Emirates ◽  
Lessons Learned ◽  
Educational Systems ◽  
Student Responses ◽  
E Learning ◽  
Rapid Transition ◽  
Learning Platforms ◽  
The Impact

Educational systems across the globe were disrupted by the COVID-19 pandemic, and faculty, staff, and students had to rapidly transition to e-learning platforms. These groups had little preparation to cope with the challenges of this newly adopted system. However, as we begin to emerge from the COVID-19 era, efforts are being made to assess the impact of this transition and develop a framework of best practices to help educators prepare for possible future disruptions. This commentary aims to discuss some of the challenges associated with the rapid transition to the new academic environment, including the modes of instruction employed, technical obstacles encountered, student responses to change and efforts made to evaluate didactic and practical aspects of the curriculum in the contexts of premedical and medical education, at the newly established College of Medicine at Khalifa University of Science and Technology in the United Arab Emirates.

Impact of Emerging Technologies on the Job Performance of Educators in Selected Tertiary Institutions in Nigeria

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
MO Edeh ◽  
A Sharma ◽  
CE Nwafor ◽  
AG Fyneface ◽  
S Sen ◽  
...  
Keyword(s):  
Job Performance ◽  
Emerging Technologies ◽  
Tertiary Institutions ◽  
Communication Assessment ◽  
Content Development ◽  
Continued Education ◽  
Emerging Trends ◽  
E Learning ◽  
Learning Platforms ◽  
The Impact

The use of emerging technology tools, platforms and devices has become an integral part of education. This was evident during the recent Coronavirus pandemic lockdown of which many educators and students had to rely on the use of various technological devices, platforms and tools such as videoconferencing tools and e-learning platforms to aid continued education online. The study examines the impact of emerging technologies on the job performance of educators in selected tertiary institutions in Nigeria. Data were collected through structured questionnaires administered to 152 educators selected from five different tertiary institutions in Nigeria. The collected data were later analyzed using STATA/regression Analysis. The result shows that there was a significant improvement on the job performances of educators due to their usage of various emerging technologies. Most of the participants used emerging technologies for; content development and delivery, knowledge creation, communication, assessment, research, academic advising and professional development, all of which enhanced their efficiencies and productivity at work. Also, several factors such as; network and electricity issues were found to limit the use of emerging technologies by educators. The study concluded that emerging technologies are essential tools to improve educator’s efficiency and productivity, thus, there is need for all educators to always update their digital skills in line with the emerging trends in technology and education. Keywords: Emerging technologies, Educators, Job performance, Virtual reality, AI.

scholarly journals Towards a semantic integration of data from learning platforms

2020 ◽  
Vol 9 (3) ◽  
pp. 535
Author(s):  
Khaoula Mrhar ◽  
Otmane Douimi ◽  
Mounia Abik ◽  
Naoual Chaouni Benabdellah
Keyword(s):  
Short Term Memory ◽  
Learning Strategy ◽  
Online Courses ◽  
Conditional Random Field ◽  
Formal System ◽  
Heterogeneous Data ◽  
Semantic Integration ◽  
E Learning ◽  
Learning Platforms ◽  
Data Source

<p>Nowadays, there is a huge production of Massive Open Online Courses MOOCs from universities around the world. The enrolled learners in MOOCs skyrocketed along with the number of the offered online courses. Of late, several universities scrambled to integrate MOOCs in their learning strategy. However, the majority of the universities are facing two major issues: firstly, because of the heterogeneity of the platforms used (e-learning and MOOC platforms), they are unable to establish a communication between the formal and non-formal system; secondly, they are incapable to exploit the feedbacks of the learners in a non-formal learning to personalize the learning according to the learner’s profile. Indeed, the educational platforms contain an extremely large number of data that are stored in different formats and in different places. In order to have an overview of all data related to their students from various educational heterogeneous platforms, the collection and integration of these heterogeneous data in a formal consolidated system is needed. The principal core of this system is the integration layer which is the purpose of this paper. In this paper, a semantic integration system is proposed. It allows us to extract, map and integrate data from heterogeneous learning platforms “MOOCs platforms, elearning platforms” by solving all semantic conflicts existing between these sources. Besides, we use different learning algorithms (Long short-term memory LSTM, Conditional Random Field CRF) to learn and recognize the mapping between data source and domain ontology.</p>

scholarly journals Innovative Authoring Tools for Online-Courses with Assignments - Integrating Heterogeneous Tools of e-Learning Platforms into Hybrid Application Solutions

2016 ◽  
Vol 11 (02) ◽  
pp. 12 ◽  
Author(s):  
Matthias Then ◽  
Benjamin Wallenborn ◽  
Birgit R. Ianniello ◽  
Duc Binh Vu ◽  
Michael Fuchs ◽  
...  
Keyword(s):  
Data Exchange ◽  
Online Courses ◽  
Learning Tools ◽  
Course Content ◽  
Integration Architecture ◽  
E Learning ◽  
Learning Platforms ◽  
Methods Of Learning ◽  
Effective Use ◽  
Support Software

This paper is concerned with an essential topic in e-learning - course content authoring. Besides supporting the concept of Competence-Based Learning (CBL) our solution is aiming to make effective use of an open integration architecture fostering the interoperability of hybrid e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them seamlessly without learning overheads. At the same time, methods of Learning Design (LD) in combination with CBL are getting more and more important to produce and maintain easy to facilitate solutions. Our approach of developing a competence-based course-authoring and assignment-support software bridges the gaps between Moodle and established legacy infrastructures by embedding existing legacy tools via Learning Tools Interoperability (LTI). The underlying conceptual architecture for this integration approach and its components will be introduced; furthermore a Moodle plugin will be outlined, which enables Moodle for LD- and CBL-support including corresponding data exchange with our course authoring tool. The paper concludes with an outlook on future plans for our research and development.

scholarly journals Impact of ICTs and emergency remote teaching on technical and technological education

Minerva ◽  
2021 ◽  
Vol 2 (6) ◽  
pp. 90-97
Author(s):  
Carolina Armendáriz ◽  
Diego Yumisa ◽  
Gustavo Bunay
Keyword(s):  
Professional Training ◽  
Online Courses ◽  
Educación Superior ◽  
Technological Education ◽  
Face To Face ◽  
Educacion Superior ◽  
Education Data ◽  
E Learning ◽  
The Impact ◽  
Tecnología Educativa

Due to the national state of emergency, the restriction of mobility and the adoption of teleworking are established to fulfill the activities. The Higher Institutes take on the challenge of changing face-to-face classes to remote courses through virtual platforms. The purpose of this study is to investigate the impact of ICTs and emergency remote teaching in technical and technological education. Data was collected from 140 students from 2 institutes in the city of Ambato. The impact of online courses and the use of technological tools was investigated. As a result, the students of the technological careers consider this new modality of receiving classes a learning opportunity, despite the connectivity problems that occurred in the homes, they consider that the contribution of ICTs and remote teaching as part of education distance learning is important in their professional training. Keywords: Remote emergency teaching, ICTs, connectivity, education. References [1]O. Picardo, "COVID-19: Una mirada interdisciplinaria a la pandemia..," REDICCES, 2020. [2]H. M. Abdulrahim, "transformación digital de la educación superior saudita," Asian Journal of Distance Education, 2020. [3]T. Bates, " Informes de investigación sobre Covid-19 y Aprendizaje remoto de emergencia / Aprendizaje en línea," tonybates.ca, 2020. [4]M. Bond, K. Buntins, S. Bedenlier, O. Zawacki-Richter and M. Kerres, "Mapeo de la investigación sobre la participación de los estudiantes y la tecnología educativa en la educación superior: un mapa de evidencia sistemático," Revista Internacional de Tecnología Educativa en la Educación Superior, p. 7, 2020. [5]S. Alqabbani, A. Almuwais, N. Benajiba and F. Almoayad, "Preparación para el cambio de emergencia al aprendizaje remoto durante la pandemia de COVID-19 entre los profesores universitarios," E-Learning y medios digitales, vol. 5, no. 460-479, 2020. [6]P. Bawa, "Aprendizaje en la era del SARS-COV-2: Un estudio cuantitativo del desempeño de los estudiantes en la era de la enseñanza remota de emergencia," Computers and Education Open , vol. 1, 2020. [7]S. J. G. Merchán, "Las TIC en la educación superior durante la pandemia de la COVID-19.," Las TIC en la educación superior., 2017.

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