scholarly journals E-Learning Technology Effectiveness in Teaching and Learning: Analyzing the Reliability and Validity of Instruments

2020 ◽  
Vol 993 ◽  
pp. 012096
Author(s):  
Nik Alif Amri Nik Hashim ◽  
Roslizawati Che Aziz ◽  
Shah Iskandar FahmieRamlee ◽  
Siti Afiqah Zainuddin ◽  
Eni Noreni Mohamed Zain ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Reliability And Validity ◽  
Learning Technology ◽  
E Learning ◽  
Technology Effectiveness

Media Streaming for Technological Innovation in Higher Education

2014 ◽  
pp. 691-712
Author(s):  
Moradeke Olaniyan ◽  
Deryn Graham
Keyword(s):  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Media Streaming ◽  
Sample Survey ◽  
Educational Institutions ◽  
Learning Technology ◽  
E Learning ◽  
Streaming Technology ◽  
The University

Higher Educational Institutions (HEIs) can be slow in responding to technological innovation. Streaming technology offers a competitive advantage to a HEI if appropriately adopted and integrated with the marketing strategy compared to the Push-Pull strategy: when all available technological innovation is used to push educational options to the market and the potential people pull from the market. This chapter briefly describes the concepts of e-learning and media streaming, and their relationship to HEIs. The intangible business benefits of using media streaming to enhance teaching and learning in HEIs are explored through a literature review and small sample survey. The case study of a UK university is used to represent a HEI; e-learning technology is already in use within the university, considering the integration of media streaming technology into new or existing learning technologies. The hardware and software requirements are briefly examined, and possible business concerns and risks are identified with recommendations.

A Survey on the Use of Adaptive Learning Techniques Towards Learning Personalization

2021 ◽  
pp. 790-808
Author(s):  
Sonali Banerjee ◽  
Kaustuv Deb ◽  
Atanu Das ◽  
Rajib Bag
Keyword(s):  
Learning Strategies ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Problem Area ◽  
Learning Technology ◽  
Individual Learner ◽  
Learning Techniques ◽  
Teaching And Learning Strategies ◽  
Recent Developments ◽  
E Learning

E-learning has a great impact on learners today. E-learning supports enhancing learner knowledge anytime, anywhere with lesser efforts than traditional models. In these situations, nonlinear approaches often modify teaching and learning strategies according to students' needs, and hence, automated machine-guided approaches seem useful in the name of adaptive learning. It identifies individual learner styles and provides the most suitable strategy that fits each learner as a case of personalization. Adaptive learning uses personalization for continuously improving student outcomes. Personalized learning takes place when e-learning systems use educational experience supporting desires, objectives, endowments, and curiosities of each individual learner. This work has reviewed the recent developments in the problem area of learning personalization through adaptive learning. Then the solution domain methods are compared to identify the knowledge and technology gap from their limitations. These analyses help to identify research potentials in learning technology for future works.

scholarly journals Enhance, Extend, Empower: Understanding Faculty Use of E-Learning Technologies

2017 ◽  
Author(s):  
Vicki Squires ◽  
Nancy Turner ◽  
Sandra Bassendowski ◽  
Jay Wilson ◽  
Susan Bens
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Postsecondary Institutions ◽  
Perceived Barriers ◽  
Learning Technology ◽  
Scholarship Of Teaching ◽  
Individual Interviews ◽  
Student Access ◽  
E Learning ◽  
The University

There has been scant nation-wide assessment of institutional use of learning technology in Canada (Grant, 2016) and where assessment has been done of student access to e-resources, considerable variability within and across institutions has been reported (Kaznowska, Rogers, & Usher, 2011). With a broad goal of improved and increased use of learning technologies, one university wanted to explore the use of e-learning technologies across campus. The purpose of this study was to identify instructors' needs and aspirations with respect to how learning technologies at the university could be designed, implemented, and supported. The 3E framework of Enhance, Extend, Empower, proposed by Smyth, Burce, Fotheringham, & Mainka (2011), was useful in examining the underlying purposes of using e-learning technologies. For this qualitative study, the research team engaged 32 instructors in individual interviews or in focus groups to discuss how they currently use e-learning technologies, how they hope to advance their uses of these technologies, and their perceived barriers or enablers to implementation. The study has implications for practice and policy at postsecondary institutions; additionally, this study suggests possibilities for further research into the scholarship of teaching and learning in the context of e-learning technologies.

scholarly journals Dampak COVID19 Pada Kesiapan Teknologi dan Penerimaan Teknologi di Kampus

2020 ◽  
Vol 1 (1) ◽  
pp. 107-116
Author(s):  
Rorim Panday
Keyword(s):  
Technology Acceptance ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Large Scale ◽  
Academic Community ◽  
Learning Activities ◽  
Technology Readiness ◽  
Learning Technology ◽  
Community Activities ◽  
E Learning

Covid-19 is currently in Indonesia for more than 5 months. To prevent this disease becoming widespread, various strategies have been carried out, among others, by doing Lock Down and large-scale social restrictions. Community activities are affected. By relying on communication technology and IT including the Internet, people can still do activities even with limitations. Likewise, Higher Education got limited activities. For this reason, all teaching and learning activities used an online system known as e-learning. This paper conveys various activities on campus and its constraints during the covid-19. In general, the constraints aside from technological facilities are also obstacles from the academic community in matters relating to technology readiness and technology acceptance, which are delivered descriptively. Keywords: Covid19, e-learning, technology readiness, technology acceptance   Abstrak Covid-19 tengah melanda Indonesia saat Ini sudah 5 bulan lebih. Untuk mencegah wabah ini menjadi luas maka dilakukan berbagai strategi antara lain dengan melakukan Lock Down dan pembatasan social skala besar. Kegiatan masyarakat menjadi terpengaruh. Dengan mengandalkan teknologi komunikasi dan IT diantaranya Internet, masyarakat masih dapat melakukan Kegiatan walaupun dengan keterbatasan. Demikian juga dengan Perguruan tinggi, mengalami keterbatasan kegiatan. Untuk itu segala Kegiatan belajar mengajar menggunakan system daring yang dikenal dengan e-learning. Makalah ini menyampaikan macam-macam kegiatan di kampus dan kendalanya dalam masa covid-19. Secara umum kendalanya selain fasilitas teknologi juga kendala dari civitas akademika dalam hal yang terkait dengan kesiapan teknologi dan penerimaan teknologi, yang disampaikan secara diskriptif.  Kata kunci: Covid19, e-learning, kesiapan teknologi, penerimaan teknologi

Re-Envisioning and Restructuring E-Learning Through Engagement With Underprivileged Communities

2021 ◽  
pp. 66-87
Author(s):  
Nomvula J. Ndhlovu ◽  
Leila Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Reliability And Validity ◽  
Communication Technologies ◽  
Theoretical Frameworks ◽  
Development Agenda ◽  
Information And Communication ◽  
E Learning ◽  
The Impact

The purpose of this study was answering questions regarding the impact of effectively using information and communication technologies (ICTs) in classrooms on re-envisioning and restructuring e-learning through engagement with schools in underprivileged communities. Its importance is justified regarding positioning disrupted pupils' education towards the development agenda in South Africa. It draws on the latest findings and is located within relevant conceptual/theoretical frameworks on ICTs for teaching and learning. In quantitative aspects of the research design, issues of reliability and validity were considered, while in qualitative aspects, issues of dependability and interpretation were important. Results presented showed that laptops, smartboards, projectors, cell phones, desktops, printers, and iPads were used effectively in classrooms. A discussion of the results suggests solutions and making recommendations that are applicable and useful. In conclusion, ICTs had a positive impact on pupils' education, by helping them to concentrate and understand difficult concepts.

e-Learning for College Physics: Bridging Knowledge Gap in Science

2014 ◽  
Vol 8 (supplement) ◽  
pp. 167-178
Author(s):  
Hock Lye Koh ◽  
Su Yean Teh
Keyword(s):  
Teaching And Learning ◽  
Science Curriculum ◽  
Learning Technology ◽  
Technological Advancement ◽  
General Physics ◽  
Face To Face ◽  
Learning Modules ◽  
Entrance Level ◽  
E Learning ◽  
University Science

E-learning technology has evolved to become a robust tool for complementing traditional face-to-face knowledge delivery in Teaching and Learning (T&L). Confident in the capability of this technological advancement, the Malaysian Ministry of Higher Education has mandated that by year 2015 all universities must have the capacity to deliver 30% of T&L via e-learning. Significant resources are allocated to empower research and implementation towards the attainment of this aspiration. The choice of general physics at the pre-U level as the domain of e-learning appears promising. This paper presents the implementation of a suite of e-learning modules within the framework of blended learning for pre-U general physics. General physics at the pre-U level provides an important knowledge interface and linkage between high-school and university science curriculum. Success at this entrance level would pave the way to better knowledge attainment and dissemination at higher levels in subsequent years.

scholarly journals Development and Implementation of an E-Portfolio of Languages in the Moroccan University

2021 ◽  
Vol 07 (03) ◽  
Author(s):  
QEZBOUR Mohamed-Aymane ◽  
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
French Language ◽  
Learning Technology ◽  
University Courses ◽  
Information And Communication ◽  
E Learning ◽  
Addie Model

This article will deal with the problem linked to the difficulties encountered in teaching and learning languages at the Moroccan university, a problem which can influence all disciplines, the French language being a major example given its importance in university courses, this language which has known a lot of changes throughout history, and which knows important strategies proposed in recent years, one of which is the integration of information and communication technologies in education, using distance learning technology called E-Learning, we will offer the E-Portfolio tool as a rigorous choice and a solution to the problem, the methodology followed is based on the ADDIE model.

scholarly journals Exploring Factors Affecting Successful Acceptance of E-Learning: Innovative Technology Solutions in Oman

2017 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Salim Al-Hajri ◽  
Abdelghani Echchabi
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Innovative Technology ◽  
Learning Technology ◽  
Educational Organizations ◽  
Factors Affecting ◽  
E Learning

Abstract- E-learning is changing the landscape of many educational organizations globally. It has been embraced by many educational organizations in rapidly developing countries such as India, China and Malaysia. Wang (2003) stresses the importance of IT solutions in teaching and learning which is required to develop students’ skills by using more contemporary, resourceful and effective methods such as e-learning technology solutions in the universities. Recently, e-learning has become one of the IT tools which have emerged very strongly in the educational sector and specifically in the higher education. Yet, e-learning technology solutions offered by universities suffer from high cost and quality problems, and hence lack of acceptance. As such, this paper examines the factors affecting successful acceptance of e-learning technology solutions offered by colleges and universities in Oman from students’ perspective. The findings of this study will enrich the knowledge of students’ acceptance of e-learning in the Omani colleges and universities.

scholarly journals Efektivitas Teknologi Pembelajaran Dalam Menumbuhkan Minat Siswa Belajar Pendidikan Agama Islam (PAI)

2017 ◽  
Vol 1 (2) ◽  
pp. 41-58
Author(s):  
Eva Dwi Kumala Sari
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Null Hypothesis ◽  
Teaching And Learning ◽  
Coefficient Of Determination ◽  
Learning Technology ◽  
Student Interest ◽  
The Mean ◽  
Technology Effectiveness ◽  
Learning Interest

Learning technology is one of the important components in supporting the learning process. So that the learning process becomes more conducive. Likewise, the teaching and learning process in the field of Islamic Religious Education studies, learning activities in that field can be applied with learning technology in order to foster student interest in learning the field of Islamic Religious Education studies. This study aims to obtain empirical data on the Effectiveness of Learning Technology in Growing Student Interest in Learning Islamic Religious Education. So that it can obtain the effectiveness caused in the process of teaching and learning students who use technology and who do not use learning technology. This research was conducted on students of class VIII at SDI Tahta Syajar Bekasi. Writing this article uses several data collection techniques including observation, interviews, literature studies, and questionnaires. While the method used is descriptive quantitative method, with sampling using random sampling, about 20% consisting of 86 students from the existing population. Then start by testing different respondent instruments. After that spread the test that has been tested, the variables examined are the Effectiveness of Learning Technology as the independent variable, and the interest of students learning PAI as the dependent variable. Data analysis using Product Moment correlation. The results of the calculation of the Effectiveness of Learning Technology in the mean empirical score of 105.69 mean theoretical score of 72.50 thus the reality of the results of the Learning Technology Effectiveness score is categorized high. and the mean empirical score on PAI learning interest in can be 129.90 80 from the mean theoretical score so the reality score of Islamic Education Learning Interest Interest is categorized high. Whereas, for the normality test of Learning Technology Effectiveness obtained, Lhitung = 0.072 0.096 = Ltabelmaka, the null hypothesis is accepted, for the interest in learning PAI, it is obtained Lhitung = 0.048 0.096 = Ltabelmaka, the null hypothesis is accepted, meaning that both variables are normally distributed. To calculate the product moment correlation coefficient can be calculated r by 0.619 which there is a positive correlation between variable X and Y. Continue the t-student test because tcount = 7.22 2.00 = t (0.975) (86), then the hypothesis zero rejected. This means that there is a significant relationship between variable X with variable Y. And the results of the calculation of the coefficient of determination of 0.3831 this means that learning technology contributes 38.31% to the interest in learning PAI, while 61.69% of other factors.

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