scholarly journals E‐Learning: Effective or Defective? The Impact of Commercial E‐Learning Tools on Learner Cognitive Load and Anatomy Instruction

2015 ◽  
Vol 29 (S1) ◽  
Author(s):  
Sonya Van Nuland ◽  
Kem Rogers
Keyword(s):  
Cognitive Load ◽  
Learning Tools ◽  
E Learning ◽  
The Impact

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

Digitizing Dissection: A Case Study on Augmented Reality and Animation in Engineering Education

2020 ◽  
Author(s):  
Kevin G. Kearney ◽  
Elizabeth M. Starkey ◽  
Scarlett R. Miller
Keyword(s):  
Working Memory ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Engineering Education ◽  
Engineering Students ◽  
Virtual Education ◽  
Traditional Learning ◽  
Learning Tools ◽  
Future Work ◽  
The Impact

Abstract Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.

Support as a Mediator of the Impact of Cognitive Load on Students' E-Portfolio Learning Outcomes

2013 ◽  
Vol 41 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Chin-Hung Lin ◽  
Shu-Ching Yang ◽  
Chin-Chi Lai
Keyword(s):  
Cognitive Load ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Classroom Setting ◽  
Learning Tools ◽  
Questionnaire Data ◽  
Cognitive Demands ◽  
Mediating Role ◽  
Assessment Systems ◽  
The Impact

In this study we analyzed the role that support plays in undergraduate students' learning processes in an e-portfolio context. Three categories of support were identified and used in this study: peer, instructional, and document support. Questionnaire data from 374 undergraduate students were collected and analyzed. Results indicate that support plays a mediating role in cognitive load and learning outcomes when e-portfolios are used in a classroom setting. The results also show that e-portfolio tools increase the cognitive demands on students and that students perceive better learning outcomes in a course when they receive more support. This information could be used to improve our understanding of how educational assessment systems and learning tools should be designed and implemented.

scholarly journals STUDENTS' PERSPECTIVES IN STUDYING MATHEMATICS SUBJECT THROUGH E-LEARNING TOOLS AT FOUNDATION EDUCATION LEVEL

2021 ◽  
Vol 6 (23) ◽  
pp. 108-117
Author(s):  
Che Haziqah Che Hussin ◽  
Nurliyana Juhan ◽  
Suriana Lasaraiya ◽  
Ayu Afiqah Nasrullah
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Education Level ◽  
Female Students ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
Learning Tools ◽  
Significant Difference ◽  
E Learning ◽  
The Impact

The aim of the study was to find out how students preferred using asynchronous and synchronous e-learning tools. Asynchronous learning occurs when there is no predetermined time for it to take place. Learners can learn whenever and wherever they want, and they can take their time to learn what they need to know. Synchronous e-learning is characterized by structured and time-bound activities delivered via web conferencing and chatting. At the Preparatory Centre for Science and Technology, Universiti Malaysia Sabah (PCST, UMS) lecturers could conduct synchronous or asynchronous due to MCO which was enforced on March 18, 2020. As a result, this study was done to examine the impact of several learning styles on foundation UMS students during the COVID-19 crisis, including synchronous and asynchronous. The quantitative data analysis of research will be presented in this study. Microsoft Excel was used for data analysis. The male and female students' opinions were compared using an independent sample t-test. Additionally, the responses of students to various aspects of e-learning were represented using descriptive statistics. The findings found a significant difference in students' perceptions of the efficacy of asynchronous e-learning activities. Female students’ responses show that they found asynchronous is more effective than male students at the foundation education level. Students were found to have a greater interest in asynchronous and blended learning activities.

scholarly journals The Impact of Using Blackboard on Student’s Grades

2021 ◽  
Vol 15 (23) ◽  
pp. 148-163
Author(s):  
Dalia Alshmasi ◽  
Jawaher Alharbi ◽  
Nada Alhothly
Keyword(s):  
Male Students ◽  
Learning Tools ◽  
Core System ◽  
Face To Face ◽  
Data Mining Algorithms ◽  
E Learning ◽  
Face To Face Learning ◽  
Student Information ◽  
Mining Algorithms ◽  
The Impact

The Learning Management System (LMS) is a core system that contributes to support e-learning, managing content, provide learning tools, and facilitate communication between students and teachers. This project aims to measure the impact of Blackboard-based e-learning use. We measure the effect of blackboard use on male students by comparing male and female students ’degrees of online learning (online class preparation) and traditional (face-to-face) learning at Qassim University, using statistical methods and data mining algorithms. We also develop A supportive tool that helps teachers manage some important tasks such as (student attendance, interaction, grades ... etc.). This tool will take student information and push automatic notifications to all concerned people via SMS.

scholarly journals Implementing basic e-learning tools into an undergraduate taxation curriculum

2016 ◽  
Vol 24 (3) ◽  
pp. 341-367 ◽  
Author(s):  
T. van Oordt ◽  
Ingrid Mulder
Keyword(s):  
Learning Styles ◽  
Student Performance ◽  
Positive Impact ◽  
Accounting Education ◽  
Learning Tools ◽  
Student Survey ◽  
Content Type ◽  
Large Classes ◽  
E Learning ◽  
The Impact

Purpose Educators in the accounting discipline are faced with the challenge of finding innovative ways to accommodate the flexible learning styles of Millennial students, using “in classroom/contact time” effectively and decreasing transactional distance between students and educators in large classes. In an attempt to address these challenges, this paper aims to describe the implementation of basic e-learning tools (podcasts, vodcasts and voice-over-PowerPoint) as supplementary and substitutional tools in an undergraduate taxation curriculum. The tools were implemented as part of a student-centred approach to the facilitation of learning, embedded in the Blended Learning Theory. The paper reports on students’ use and experience of various basic e-learning tools, as well as the impact of the use of these tools on student performance. Design/methodology/approach An action research methodology was followed, and data were collected by way of a voluntary, descriptive student survey and student class lists. A total of 387 students completed the survey. Findings Students appear to have access to devices and data to use e-learning tools. They perceive these tools as helpful study aids and prefer synchronous, substitutional tools. Use of the tools does not have a significant impact on performance; however, it does appear to have a positive impact on the learning environment and student engagement. Originality/value The results of the study may be of benefit to educators and curriculum designers who are responsible for reviewing and updating the content delivery methods of undergraduate taxation curricula in large classes with diverse student populations. These results add to the limited body of knowledge on the implementation of basic e-learning tools in a South African accounting education setting.

Open Source and Free E-Learning Tools Useful in LIS Education

2015 ◽  
pp. 1437-1445 ◽  
Author(s):  
Sarika Sawant
Keyword(s):  
Open Source ◽  
Learning Process ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Learning Tools ◽  
Social Bookmarking ◽  
Technology In Teaching ◽  
E Learning ◽  
The Impact

E-learning is commonly referred to the intentional use of networked information and communications technology in teaching and learning. The present paper discusses the synchronous and asynchronous mode of e learning with its features. It also defines and summarizes the impact of open source software on teaching and learning process. The numerous open source e learning tools are discussed with examples such as Open source LMS, Open source authoring tools, Open source audio editing software, Open source social bookmarking tools, Open source CMS etc. It also throws light on free e learning tools useful in e learning such as Slideshare, Youtube, Wikis, RSS, Wordpress etc. The paper concludes with e learning initiatives in India.

scholarly journals A Comparative Study to Evaluate the Educational Impact of E-Learning Tools on Griffith University Pharmacy Students’ Level of Understanding Using Bloom’s and SOLO Taxonomies

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Abdullah Karaksha ◽  
Gary Grant ◽  
S. Niru Nirthanan ◽  
Andrew K. Davey ◽  
Shailendra Anoopkumar-Dukie
Keyword(s):  
Linear Regression Analysis ◽  
Intervention Group ◽  
Pharmacy Students ◽  
Control Group ◽  
Learning Tools ◽  
Solo Taxonomy ◽  
Group Standard ◽  
E Learning ◽  
Level Of Understanding ◽  
The Impact

Objectives. To design a series of e-learning tools within the framework of a defined educational pedagogy to complement the conventional pharmacology curriculum at Griffith University and evaluate the impact of this strategy on student level of understanding through taxonomic classification of student final exam answers.Methods. A series of 148 e-learning tools was designed for 3rd year undergraduate pharmacy students and incorporated into their curriculum during 2012. The educational benefits of the e-learning tools were evaluated by analyses of student level of understanding (by SOLO taxonomy) at the final exams between the control group (standard curricula) in 2011 and the intervention group (standard curricula + e-learning tools) in 2012.Results. Backward linear regression analysis demonstratedGPAto be the most significant predictor of level of understanding, while theinterventiongroup was a highly significant predictor for greater level of understanding in semester two.Conclusion. E-learning tools appeared to significantly improve student level of understanding as scored by the SOLO taxonomy when students engaged highly with the tools.

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