A Case in Customizing E-Learning

2005 ◽  
Vol 20 (2) ◽  
pp. 117-129 ◽  
Author(s):  
Karen Neville ◽  
Ciara Heavin ◽  
Eoin Walsh
Keyword(s):  
Customer Relationship ◽  
Interactive System ◽  
Distance Learners ◽  
Learning Material ◽  
Part Time ◽  
E Learning ◽  
Physical Barriers ◽  
On Line ◽  
The University ◽  
Different Characteristics

Organizational change in today's competitive landscape is no longer just an option, but a fundamental strategy for success. In order to be the premier player in this type of competitive landscape, customer focus has to become a priority, and bearing this in mind both academia and competitive organizations have one key objective in common. Their current focus is on implementing successful support systems in order to meet their end-users’ needs. As early as 1995, University College Cork (a Third-level Irish university) introduced on-line support to provide learning material for students ranging from full/part-time undergraduates and postgraduates to distance-learners. However, students identified a need for more support, the type that only a more interactive system can provide. This paper focuses on the evolution of e-learning and learning management systems (LMS) in considering e-learning as the academic equivalent to the customer relationship management (CRM) challenge. This research outlines the different characteristics necessary for the successful management of the learning process and the support needed by students, through the investigation of current research and the analysis of the case environment. It also highlights the potential of the system to overcome the physical barriers of the traditional classroom aligning the key critical factors necessary for e-learning with those of CRM. Through the adoption of the CRM philosophy, the system presented here strengthened its link between the different actors and additionally provided the university with a more in-depth view of its target audience.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals Enhancement of prosthetics and orthotics learning and teaching through e-Learning technology and methodology

2004 ◽  
Vol 28 (1) ◽  
pp. 55-59 ◽  
Author(s):  
M. S. Wong ◽  
E. D. Lemaire ◽  
A. K. L. Leung ◽  
M. F. Chan
Keyword(s):  
Clinical Training ◽  
Easy Access ◽  
Learning Technology ◽  
Interactive Approach ◽  
Learning And Teaching ◽  
Qualitative Feedback ◽  
E Learning ◽  
On Line ◽  
Demonstration Video ◽  
The University

A Write-Once Publish-Everywhere model was used to create and deliver on-line clinical training and education for undergraduate prosthetics and orthotics students. This project consisted of three phases: developing multimedia learning and teaching tools, integrating these tools into the curriculum (combination of e-Leaming and live practical sessions), and evaluating the outcomes. Video-based multimedia contents were captured and integrated with graphic, audio and text into a PowerPoint presentation software format. The web-based content was integrated into the WebCT platform for course management. Questionnaires were used to obtain student feedback on this e-Learning approach. Results were compared within the prosthetics and orthotics (P&O) programme, with other Health Sciences programmes, and overall with the University. P&O student responses were significantly higher than other groups for career relevance and problem solving. Qualitative feedback indicated that students appreciated the easy access, integrated and interactive approach of the text materials, concise PowerPoint presentation, demonstration video and the online case discussion via the WebCT platform. Educators appreciated the ability easily to maintain contents and publish the modules across multiple media without recreating the contents.

scholarly journals Az online oktatás könyvtári támogatása a Szegedi Tudományegyetemen

2021 ◽  
Author(s):  
Tiffany Fülöp ◽  
Gyula Nagy
Keyword(s):  
Online Education ◽  
General Education ◽  
Information Science ◽  
Online Courses ◽  
Learning Material ◽  
Electronic Learning ◽  
E Learning ◽  
Electronic Teaching ◽  
Education Platform ◽  
The University

Fortunately, the forced change to online education required by the pandemic situation did not caught the University of Szeged completely unprepared. Our institution has a long tradition of using electronic teaching materials in various projects and situations. One of the most important tool is the SZTE Repository of Educational Resources, operated by the Klebelsberg Library, which stores almost 4,500 electronic learning material and it has more than 1 million downloads. In the first part of our study, we show our experiences gained during the development and running of the database. In the second part, we would like to talk about the development of an online education platform (https://edu.ek.szte.hu). It has launched last year and we presented here our first e-learning course, ‘Introduction to library and information science’. This course was previously held-in-person by the library staff to hundreds of students per semester at the university as a general education course. Redesigning the course took several months. During this time, we had to face several technical and education-related issues and questions which gave us the experience and the necessary knowledge about the methods of switching from classroom teaching to online courses.

scholarly journals Case Study: The 24/7 Study Advice Workshop

2014 ◽  
Author(s):  
Michelle Reid ◽  
Kim Shahabudin ◽  
Sonia Hood
Keyword(s):  
Student Engagement ◽  
Development Process ◽  
Distance Learners ◽  
Building Recognition ◽  
Part Time ◽  
Learning Development ◽  
Key Aspects ◽  
The University ◽  
The Impact

With a rise in demand for learning development services, coupled with an increasinglydivergent cohort of students (part-time; international; distance learners and students withextra commitments), there is a clear need to look for creative ways to meet the challengesof this growing and changing need. To meet this challenge the Study Advice team at the University of Reading embarked on a project using screencasting to create a suite of videotutorials that focused on key aspects of study. This paper discusses the inspiration for theproject, the development process undertaken and the impact and effectiveness of theresources created. The content was developed through a process of experimentation andextensive team reviewing and refinement, through which we (the Study Advice team)learnt how to effectively create, record and disseminate our resources. The benefits werefar wider reaching than the initial project scope, with implications for capacity building;recognition; profile-raising and student engagement.

Aspects of e-Learning in a University

2012 ◽  
pp. 219-229
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals The effectiveness of content based on dynamic intellectual learning with visual modality in vocational school

2019 ◽  
Vol 9 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Ketut Agustini ◽  
I Gede Parta Sindu ◽  
Kadek Angga Kusuma
Keyword(s):  
Data Analysis ◽  
Digital Communication ◽  
Vocational School ◽  
Visual Modality ◽  
Learning Material ◽  
Validity Testing ◽  
Tenth Grade ◽  
E Learning ◽  
Different Characteristics ◽  
Academic Year

E-learning generally presented the same learning material because it considered the characteristics of all users to be homogeneous. In fact, every student had different characteristics in the learning process. The objectives of this study were: (1) To produce a simulation content and digital communication based on  Dynamic Intellectual Learning with Visual Modality for the tenth grade at SMK Negeri 1 Seririt, (2) To find out the teacher's response and the tenth grade students at SMK Negeri 1 Seririt on Simulation Content and Digital Communication based on DIL with Visual Modality that had been generated. The method of this study was a research and development referred to the plomp model. The subjects of this study were the tenth grade of accounting program at SMK Negeri 1 Seririt in the academic year 2017/2018. There were various try out had been carried out, namely: validity testing by experts and effectiveness testing by using the Hake formula. The results showed that the simulation content and digital communication based on DIL with Visual Modality was valid and practically use: the effectiveness testing produced N-gain of 0.74 included in the effective category and the data analysis of the teacher and the students respond showed that it was categorized in the positive category. It showed that the output was valid, practical and effective to be used.

scholarly journals Present and Future of the E-Learning in Economics Schools and Faculties

2018 ◽  
Vol 5 (1) ◽  
pp. 44
Author(s):  
T. Casasús Estellés ◽  
A. Ivars Escortell ◽  
M.I. López Rodríguez
Keyword(s):  
Empirical Studies ◽  
Bologna Process ◽  
University Mathematics ◽  
Multimedia Material ◽  
Before And After ◽  
E Learning ◽  
Teaching Learning ◽  
The University ◽  
Different Characteristics ◽  
The Bologna Process

<p class="Textoindependiente21">The goal of this paper is to justify/motivate the existence of MOOCs of quantitative subjects, particularly of Mathematics and Statistics, in the degrees taught in Faculties of Economics and Business, complementary to the standard university courses. The changes in curricula carried out in Spain in the last decade have boosted access to these faculties’ degrees for all kind of students. However, some of these students lack skills and abilities enough to successfully tackle the first university Mathematics and Statistics courses, as these are currently designed. Empirical studies support the use of multimedia material as a very effective supporting tool for successful learning.</p><p>Thus, after assessing the student’s academic performance in quantitative subjects before and after the introduction of the Bologna process, and obtaining worrying results, the implementation of the use ICTs on a regular basis is proposed in order to optimize the teaching-learning process.</p><p class="Textoindependiente21">The data used in the study correspond to those obtained for students of the degree of Tourism and the degree in International Business, two degrees with very different characteristics and that, therefore, reflect a great diversity of the students of the Faculty of Economics of the University of Valencia.</p>

scholarly journals Elisitasi Kebutuhan Untuk Meningkatkan Kepuasan Pengguna Pada Sistem E-Learning Universitas Muhammadiyah Malang

2021 ◽  
Vol 4 (2) ◽  
pp. 228-237
Author(s):  
Much. Romadhoni ◽  
◽  
Wahyu Andhyka Kusuma ◽  
Keyword(s):  
Information Systems ◽  
User Satisfaction ◽  
Learning System ◽  
Narrative Form ◽  
Interview Method ◽  
Elicitation Methods ◽  
E Learning ◽  
Elicitation Process ◽  
The University ◽  
Different Characteristics

In recent years the use of information systems has changed very dramatically. Currently, many information systems are developed for various types of users. These various kinds of users have different characteristics, which makes it very difficult for organizations developing information systems to know the needs of their users. For this reason, a good and in-depth need elicitation is needed to really know the user's needs. The purpose of this study is to explore the needs of users in the E-Learning system of the University of Muhammadiyah Malang to increase user satisfaction of the system. In this study, several elicitation methods were used, namely interviews, storytelling, user personas, and storyboards. The interview method is carried out to explore the problems experienced by users when using the system. Then the results of the interview will be processed into a narrative form of storytelling and then poured into a persona document. By using the above method, you can dig deeper to get a sharper solution to the problems experienced by users. The results of these four methods have proven to be effective in the need elicitation process because these four methods are interrelated and complement each other. This study resulted in a storyboard containing recommended solutions from the results of the excavation of needs carried out on users of the University of Muhammadiyah Malang E-Learning system

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